Results for
S tate of Oklahoma
2
Table 1. Characteristics of Participants
State 2006 State 2008 State 2010
Number Percent Number Percent Number Percent
Total Students 42,768 100 60,720 100 72,199 100
6 12,140 28.4 18,969 31.2 23,561 32.6
8 11,739 27.4 16,682 27.5 21,220 29.4
10 11,042 25.8 14,435 23.8 15,984 22.1
12 7,847 18.3 10,634 17.5 11,434 15.8
Male 20,113 48.1 29,217 48.9 34,770 49.1
Female 21,685 51.9 30,567 51.1 36,017 50.9
American Indian or
Alaska Native 6,548 16.3 13,781 19.0 16,455 19.1
Asian 865 2.2 1,694 2.3 2,035 2.4
Black or
African American 3,499 8.7 7,582 10.4 9,120 10.6
Hawaiian or other
Pacific Islander 210 0.5 950 1.3 919 1.1
Hispanic or Latino 2,871 7.2 6,350 8.7 8,655 10.0
White 26,060 65.1 42,354 58.2 49,140 56.9
*
Students by Gender
Grade
Students by Race/Ethnicity*
Students can select one or more categories. The sum of Students by Race/Ethnicity may exceed Total Students.
Oklahoma who completed the survey.
A total of 686 schools across
Oklahoma participated in the survey.
Since students are able to select more
than one race or ethnicity, the sum of
students of individual categories may
exceed the total number of students
surveyed. Because not all students
answer all of the questions, the total
count of students by gender (and less
frequently, students by ethnicity) may
be less than the reported total
students.
When using the information in this
report, please pay attention to the
number of students who participated
from your community. If 60% or
more of the students participated, the
report is a good indicator of the levels
of substance use, risk, protection, and
antisocial behavior. If fewer than 60%
participated, consult with your local
prevention coordinator or a survey
professional before generalizing the
results to the entire community.
Coordination and administration of the
Oklahoma PNA Survey was a
collaborative effort of the State Office of
the Governor; Oklahoma Department of
Mental Health and Substance Abuse
Services; Area Prevention Resource
Centers; Oklahoma State Department of
Health; Oklahoma Department of
Education; Oklahoma Commission on
Children and Youth; and all of the
participating schools. If you have any
questions about the report or prevention
activities that are underway in the state,
please refer to the Contacts for
Prevention section.
Administration of the Oklahoma
Prevention Needs Assessment Survey
and the preparation of this report were
funded by a federal grant administered
by the Oklahoma Department of
Mental Health and Substance Abuse
Services from the U.S. Department of
Health and Human Services, Substance
Abuse and Mental Health Services
Administration (SAMHSA), Center for
Substance Abuse Prevention (CSAP).
2010 State of Oklahoma
Prevention Needs
Assessment Survey Report
This report summarizes the findings
from the State of Oklahoma Prevention
Needs Assessment (OPNA) Survey that
was conducted during the spring of 2010
in grades 6, 8, 10, and 12. The results for
the State of Oklahoma are presented
along with comparisons to past years'
results for the State of Oklahoma. In
addition, the report contains important
information about the risk and
protective factor framework and
guidelines on how to interpret and
use the data.
The OPNA Survey is designed to
assess students involvement in a
specific set of problem behaviors, as well
as their exposure to a set of scientifically
validated risk and protective factors.
The risk and protective factors have
been shown to influence the
likelihood of academic success, school
dropout, substance abuse, violence,
and delinquency among youth.
Table 1 contains the characteristics of
the students from the State of
CONTENTS:
Introduction
How to Read the Charts
Charts and Tables in this Report
The OPNA and No Child Left
Behind
The Risk and Protective Factor
Model of Prevention
Building a Strategic Prevention
Framework
Tools for Assessment and
Planning
Data Charts:
• Substance Use and Antisocial
Behavior
• Sources of Alcohol and Places
of Alcohol Use
• Risk and Protective Factor
Profiles
Risk and Protective Factor Scale
Definitions
Data Tables
Contacts for Prevention
Introduction
3
There are five types of charts presented in this report:
1. Substance use charts
2. Antisocial behavior (ASB) charts
3. Sources of alcohol acquisition
4. Risk factor charts
5. Protective factor charts.
Data from the charts are also presented in Tables 3
through 10. Additional data found in Tables 11 and 12
are explained at the end of this section.
Understanding the Format of the Charts
There are several graphical elements common to all
the charts. Understanding the format of the charts and
what these elements represent is essential in
interpreting the results of the 2010 OPNA survey.
The Bars on substance use and antisocial behavior
charts represent the percentage of students in that
grade who reported a given behavior. The bars on
the risk and protective factor charts represent the
percentage of students whose answers reflect
significant risk or protection in that category. zz
Each set of differently colored bars represents one of
the last three administrations of the OPNA: 2006,
2008, and 2010. By looking at the percentages over
time, it is possible to identify trends in substance use
and antisocial behavior. By studying the percentage
of youth at risk and with protection over time, it is
possible to determine whether the percentage of
students at risk or with protection is increasing,
decreasing, or staying the same. This information is
important when deciding which risk and protective
factors warrant attention.
Dots and Diamonds provide points of comparison
to larger samples. The dots on the charts represent
the percentage of all of the youth surveyed across
Oklahoma who reported substance use, problem
behavior, elevated risk, or elevated protection. zz zz
For the 2010 OPNA Survey, there were 72,199
participants in grades 6, 8, 10, and 12, out of 181,546
enrolled, a participation rate of 39.8%. Please note that
the state dot represents the aggregate results of all
participating students rather than a random sample
of students. The fact that over 72,000 students across
the state participated in the OPNA make the state
dot a good estimate of the rates of ATOD use and
levels of risk and protective factors of youth in
Oklahoma. The survey results provide considerable
information for communities to use in planning
prevention services. zz zz zz zz zz zz zzzz zz zz zz
How to Read the Charts in this Report
The diamonds represent national data from either
the Monitoring the Future (MTF) Survey or the
Bach Harrison Norm. The Bach Harrison Norm
was developed by Bach Harrison L.L.C. to provide
states and communities with the ability to compare
their results on risk, protection, and antisocial
measures with more national measures. Survey
participants from eight statewide surveys and five
large regional surveys across the nation were
combined into a database of approximately 460,000
students. The results were weighted to make the
contribution of each state and region proportional
to its share of the national population. Bach
Harrison analysts then calculated rates for
antisocial behavior and for students at risk and
with protection. The results appear on the charts as
BH Norm. In order to keep the Bach Harrison
Norm relevant, it is updated approximately every
two years as new data become available. zz zz zz zz
A comparison to state-wide and national results
provides additional information for your
community in determining the relative importance
of levels of alcohol, tobacco and other drug
(ATOD) use, antisocial behavior, risk, and
protection. Information about other students in the
state and the nation can be helpful in determining
the seriousness of a given level of problem
behavior. Scanning across the charts, it is
important to observe the factors that differ the
most from the Bach Harrison Norm. This is the
first step in identifying the levels of risk and
protection that are higher or lower than those in
other communities. The risk factors that are higher
than the Bach Harrison Norm and the protective
factors that are lower than the Bach Harrison
Norm are probably the factors your community
should consider addressing when planning
prevention programs.
Lifetime & 30 Day ATOD Use Charts
There are two types of use measured on the ATOD
charts.
Ever-used is a measure of the percentage of students
who tried the particular substance at least once in their
lifetime and is used to show the percentage of students
who have had experience with a particular substance.
30-day use is a measure of the percentage of students
who used the substance at least once in the 30 days
prior to taking the survey and is a more sensitive
indicator of the level of current use of the substance.
4
How Ctoh aRretsa da nthde T Cahbalersts i nin t hthisis R Reeppoortrt (cont d)
The Safe and Drug Free Schools and Communities
section of the No Child Left Behind Act (NCLB) requires
that schools and communities use guidelines in choosing
and implementing federally funded prevention and
intervention programs. The results of the OPNA Survey
presented in this report can help your schools and
community comply with the NCLB Act in three ways:
1. Programs must be chosen based on objective data
about problem behaviors in the communities served.
The OPNA reports these data in the substance use
and antisocial behavior charts and tables presented
on the following pages.
2. NCLB-approved prevention programs can address
not only substance use and antisocial behavior
(ASB) outcomes, but also behaviors and attitudes
demonstrated to be predictive of the youth problem
behaviors. Risk and protective factor data from this
report provide valuable information for choosing
prevention programs.
3. Periodic evaluations of outcome measures must be
conducted to evaluate the efficacy of ongoing
programs. This report provides schools and
communities the ability to compare past and present
substance use and ASB data.
The OPNA and No Child Left Behind
(Students reporting no alcohol use are not
represented.) It is important to note that the charts
represent a subgroup of users and not the entire survey
population. Additionally, the smaller the sample, the
more dramatic the influence of a student's responses.
For example, if only one student in a particular grade
reported where he/she obtained alcohol, each category
would show up as either 0% or 100%. The chart legend
indicates the sample size for each grade surveyed to
help clarify the value of the data.
Risk and Protective Factor Charts
Risk and protective factor scales measure specific
aspects of a youth s life experience that predict
whether he/she will engage in problem behaviors. The
scales, defined in Table 2, are grouped into four
domains: community, family, school, and
peer/individual. The risk and protective factor charts
show the percentage of students at risk and with
protection for each of the scales.
Additional Tables in this Report
Table 11 contains information required by communities
with Drug Free Communities Grants, such as the
perception of the risks of ATOD use, perception of
parent and peer disapproval of ATOD use, past 30-day
use, and average age of first use.
Table 12 contains additional data for prevention
planning on the subjects of safety, violence, and gangs.
Problem Substance Use & ASB Charts
Problem substance use is measured in several ways:
binge drinking (five or more drinks in a row over the
last two weeks), use of one-half a pack or more of
cigarettes per day and youth indicating drinking alcohol
and driving or riding with a drinking driver. zzzzzz
Treatment needs scales show the percentage of
students in need of treatment for alcohol, drugs, and the
total in need of any treatment (either alcohol or drug).
The need for treatment is defined as students who have
used alcohol or drugs on 10 or more occasions in their
lifetime and marked at least three of the following items
specific to their drug or alcohol use in the past year:
spent more time using than intended; neglected some
of your usual responsibilities because of use; wanted
to cut down on use; others objected to your use; and
frequently thought about using, used alcohol or drugs
to relieve feelings such as sadness, anger, or boredom.
Antisocial behavior (ASB) is a measure of the
percentage of students who report any involvement
during the past year with the eight antisocial
behaviors listed in the charts.
Sources of Alcohol
This chart presents the percentage of students who
obtained alcohol from 12 specific sources during the past
year. The data focus on a subgroup of students who
indicated at least one means of obtaining alcohol.
5
Consistent recognition or reinforcement for
their efforts and accomplishments
Bonding confers a protective influence only when there
is a positive climate in the bonded community. Peers
and adults in these schools, families, and neighborhoods
must communicate healthy values and set clear
standards for behavior in order to ensure a protective
effect. For example, strong bonds to antisocial peers
would not be likely to reinforce positive behavior.
Research on risk and protective factors has
important implications for children s academic
success, positive youth development, and prevention
of health and behavior problems. In order to promote
academic success and positive youth development
and to prevent problem behaviors, it is necessary to
address the factors that predict these outcomes.
By measuring risk and protective factors in a
population, specific risk factors that are elevated and
widespread can be identified and targeted by
policies, programs, and actions shown to reduce
those risk factors and to promote protective factors.
Each risk and protective factor can be linked to
specific types of interventions that have been
shown to be effective in either reducing risk(s) or
enhancing protection(s). The steps outlined here
will help the State of Oklahoma make key decisions
regarding allocation of resources, how and when to
address specific needs, and which strategies are
most effective and known to produce results.
In addition to helping assess current conditions and
prioritize areas of greatest need, data from the
Oklahoma Prevention Needs Assessment Survey can
be a powerful tool in applying for and complying
with several federal programs outlined later in this
report, such as the Strategic Prevention Framework
process and the No Child Left Behind Act.
Prevention is a science. The Risk and Protective
Factor Model of Prevention is a proven way of
reducing substance abuse and its related
consequences. This model is based on the simple
premise that to prevent a problem from happening,
we need to identify the factors that increase the risk of
that problem developing and then find ways to reduce
the risks. Just as medical researchers have found risk
factors for heart disease such as diets high in fat, lack
of exercise, and smoking; a team of researchers at the
University of Washington have defined a set of risk
factors for youth problem behaviors.
Risk factors are characteristics of school, community
and family environments, and of students and their
peer groups known to predict increased likelihood of
drug use, delinquency, school dropout, and violent
behaviors among youth. For example, children who
live in disorganized, crime-ridden neighborhoods are
more likely to become involved in crime and drug use
than children who live in safe neighborhoods.
The chart below shows the links between the 19
risk factors and six problem behaviors. The check
marks indicate where at least two well designed,
published research studies have shown a link
between the risk factor and the problem behavior.
Protective factors exert a positive influence and
buffer against the negative influence of risk, thus
reducing the likelihood that adolescents will engage
in problem behaviors. Protective factors identified
through research include strong bonding to family,
school, community, and peers; and healthy beliefs
and clear standards for behavior. Protective
bonding depends on three conditions:
Opportunities for young people to actively
contribute
Skills to be able to successfully contribute
SOURCE: COMMUNITIES THAT CARE (CTC) PREVENTION MODEL, CENTER FOR SUBSTANCE ABUSE PREVENTION (CSAP), SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION (SAMSHA)
The Risk and Protective Factor Model of Prevention
T T T T T T T T T T T T T T T T T T T
T T T T T T T T T T T T T T T T T T T
T T T T T T T T T T
T T T T T T T T T T T T
T T T T T T T T T T T T T T T T
Risk
Factors
Favorable Parent
Attitudes & Involvement
in the Problem Behavior
Community Family School Peer / Individual
Community Laws & Norms
Favorable Toward Drug
Use, Firearms & Crime
Constitutional Factors
Gang Involvement
Favorable Attitudes
Toward Drug Use & Other
Problem Behaviors
Friends Who Use
Drugs & Engage in
Problem Behaviors
Alienation &
Rebelliousness
Early & Persistent
Antisocial Behavior
Early Initiation of
Drug Use & Other
Problem Behaviors
Lack of Commitment to
School
Academic Failure
Community
Disorganization
Low Neighborhood
Attachment
Transitions & Mobility
Availability of Drugs &
Firearms
Family Management
Problems
Family Conflict
Family History of the
Problem Behavior
Extreme Economic &
Social Deprivation
School Drop-Out
Violence
Substance Abuse
Delinquency
Teen Pregnancy
6
Building a Strategic Prevention Framework
conducted during Step 1. The plan should address the priority needs, build on identified
resources/strengths, set measurable objectives, and identify how progress will be monitored. Plans
should be adjusted with ongoing needs assessment and monitoring activities.
The OPNA is an important data source for the Substance Abuse and Mental Health Services Administration
(SAMHSA) Center for Substance Abuse Prevention (CSAP) Strategic Prevention Framework (SPF). CSAP created the
SPF model to guide states and communities in creating planned, data-driven, effective, and sustainable prevention
programs. Each part represents an interdependent element of the ongoing process of prevention coordination.
Assessment: Profile Population Needs, Resources, and Readiness to Address the Problems and Gaps in
Service Delivery. The SPF begins with an assessment of the needs in the community that is based on data. The
Oklahoma State Epidemiological Outcomes Workgroup (SEOW) has compiled data from several sources to aid in
the needs assessment process. One of the primary sources of needs
assessment data is this Prevention Needs Assessment Survey
(PNA). While planning prevention services, communities are
urged to collect and use multiple data sources, including
archival and social indicators, assessment of existing
resources, key informant interviews, and community
readiness. The OPNA results presented in this
Profile Report will help you to identify
needs for prevention services.
OPNA data include adolescent
substance use, anti-social
behavior, and many of the risk
and protective factors that
predict adolescent problem
behaviors.
Capacity: Mobilize and/orzzzzz
Build Capacity to Addresszz
Needs. Engagement of key
stakeholders at the State and community
levels is critical to plan and implement
successful prevention activities that will
be sustained over time. Some of the key
tasks to mobilize the state and communities
are to work with leaders and stakeholders to
build coalitions, provide training, leverage
resources, and help sustain prevention
activities.
strategic plan that articulates not only a vision for the prevention activities, but also strategies for
organizing and implementing prevention efforts. The strategic plan should be based on the assessments
Planning: Develop a Comprehensive Strategic Plan. States and communities should develop a
7
Building a Strategic Prevention Framework (cont d)
Implementation: Implement Evidence-based Prevention Programs and Infrastructure Development
Activities. By measuring and identifying the risk factors and other causal factors that contribute to the
targeted problems specified in your strategic plan, programs can be implemented that will reduce the
prioritized substance abuse problems. After completing Steps 1, 2, and 3, communities will be able to choose
prevention strategies that have been shown to be effective, are appropriate for the population served, can be
implemented with fidelity, are culturally appropriate, and can be sustained over time. The Western Center for
the Application of Prevention Technology has developed an internet tool located at
http://casat.unr.edu/bestpractices/search.php for identifying Best Practice Programs. Another resource for
evidence-based prevention practices is SAMHSA s National Registry of Evidence-based Programs and
Practices www.nrepp.samhsa.gov.
Evaluation: Monitor Process, Evaluate Effectiveness, Sustain Effective Programs/Activities, and
Improve or Replace Those That Fail. Finally, ongoing monitoring and evaluation are essential to determine
if the desired outcomes are achieved, assess service delivery quality, identify successes, encourage needed
improvement, and promote sustainability of effective policies, programs, and practices. The OPNA allows
communities to monitor levels of ATOD use, antisocial behavior, risk, and protection.
Sustainability and Cultural Competence: Incorporate principles of cultural competence and sustainability
in each of the five elements. At the center of the SPF model, sustainability and cultural competence play a
key role in assessment, capacity appraisal, planning, implementation and evaluation, ensuring successful,
long lasting prevention programs.
Sustainability is accomplished by utilizing a comprehensive approach. States and communities
should plan adaptive, flexible programs around a variety of resources, funding, and organizations. An
inclusive design helps build sustainable programs and achieve sustainable outcomes. A strategic plan
that dynamically responds to changing issues, data, priorities, and resources is more likely to achieve
long term results.
Sharing information gathered during the evaluation stage with key stakeholders, forging partnerships
and encouraging creative collaboration all enhance sustainability.
Cultural competence recognizes unique needs, styles, values and beliefs of the recipients of
prevention efforts. Culturally competent prevention strategies use interventions, evaluations and
communication strategies appropriate to their intended community. Cultural issues reflect a range of
influences and are not just a matter of ethnic or racial identity. Learning to communicate with
audiences from diverse geographic, cultural, economic, social, and linguistic backgrounds can increase
program efficacy and ensure sustainable results.
Whether enlisting extended family networks as a prevention resource for single parent households, or
ensuring there are resources available to bridge language gaps, cultural competency will help you
recognize differences in prevention needs and tailor prevention approaches accordingly.
A one-size-fits-all program is less effective than a program that draws on community-based values,
traditions, and customs and works with knowledgeable people from the community to develop focused
interventions, communication, and support.
8
Prioritize problems for your area according to
the issues you ve identified. Which can be
realistically addressed with the funding available
to your community? Which problems fit best
with the prevention resources at hand?
Determine the standards and values held
within your community. For example: Is it
acceptable in your community for a percentage
of high school students to drink alcohol regularly
as long as that percentage is lower than the
overall state rate?
Use these data for planning.
Once priorities are established, use data to guide
your prevention efforts.
Substance use and antisocial behavior data are
excellent tools to raise awareness about the
problems and promote dialogue.
Risk and protective factor data can be used to
identify exactly where the community needs to
take action.
Promising approaches for any prevention goal
are available for through resources listed on the
last page of this report. These contacts are a
great resource for information about programs
that have been proven effective in addressing
the risk factors that are high in your community,
and improving the protective factors that are
low.
What are the numbers telling you?
Review the charts and data tables presented in this
report. Note your findings as you discuss the
following questions.
Which 3-5 risk factors appear to be higher than
you would want when compared to the Bach
Harrison Norm?
Which 3-5 protective factors appear to be lower
than you would want when compared to the
Bach Harrison Norm?
Which levels of 30-day drug use are increasing
and/or unacceptably high? Which substances are
your students using the most? At which grades
do you see unacceptable usage levels?
Which antisocial behaviors are increasing
and/or unacceptably high? Which behaviors are
your students exhibiting the most? At which
grades do you see unacceptable behavior levels?
How to identify high priority problem areas
Once you have familiarized yourself with the data,
you can begin to identify priorities.
Look across the charts for items that stand out
as either much higher or much lower than the
others.
Compare your data with statewide, and/or
national data. Differences of 5% between local
and other data are probably significant.
Tools for Assessment and Planning
6th grd Fav. Attitude to
Drugs (Peer/Indiv. Scale)
@ 15% (8% > 8-state av.)
10th grd - Rewards for
prosocial involvm. (School Domain)
40% (down 5% from 2 yrs
ago & 16% below state av.)
8th grd Binge Drinking@13%
(5% above state av.)
12th grd - Drunk/High at School
@ 21%
( about same as state,
but remains a priority.)
30-day
Substance
Abuse
Risk
Factors
Protective
Factors
Antisocial
Behavior
Sample Priority Rate 1 Priority Rate 2 Priority Rate 3
9
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
MTF does not survey 6th graders.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 6
Ever Used 30-Day Use
10
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 8
Ever Used 30-Day Use
11
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 10
Ever Used 30-Day Use
12
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 12
Ever Used 30-Day Use
13
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use ct* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
aegory are Monitoring the Future values.
MTF does not survey 6th graders.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 6
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
14
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 8
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
15
** State represents the aggregate results of all OPNA participants rather than a random sample
** National Comparison data for Problem se category are Monitoring the Future values. MTF does not survey 6th graders.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 10
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
16
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 12
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
17
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 1,309
Places sample: 1,248
State 2008
Sources sample: 1,997
Places sample: 1,881
State 2010
Sources sample: 2,620
Places sample: 3,061
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 6
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
18
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 2,998
Places sample: 3,026
State 2008
Sources sample: 4,658
Places sample: 4,679
State 2010
Sources sample: 5,962
Places sample: 6,635
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 8
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
19
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 4,627
Places sample: 4,622
State 2008
Sources sample: 6,370
Places sample: 6,178
State 2010
Sources sample: 7,197
Places sample: 7,368
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 10
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
20
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 4,226
Places sample: 4,081
State 2008
Sources sample: 5,768
Places sample: 5,537
State 2010
Sources sample: 6,322
Places sample: 6,411
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 12
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
21
* I got it from a partyor froma kegis new for 2010 OPNA.
** Sources of alcohol were not measured priorto 2008.
** Sample size represents the number of youth who obtained alcool from atleast one source. Studentsindicting they did ot drink acohol
in the past year are not included in the sample.
* In the case of smallr sample sizes, cautionshould bexercised beforegeneralizing rults to the entire community.
Risk and Protective Factor Profiles
tate represents the aggregate resultsof all OPNA participants rather than a random sample of students.
High Risk youth are defined as the percentage ofstudentswh have more thana specified numbr of risk factors operating in their lives. * (6th grade: 7 or more risk factors, 8th grade: 8 r more risk factors, 10th and 12th grades: 9 or mor risk factors.)
* Since not all states use the same cales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 6
Community Family School Peer/Individual Total
22
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 6
Community Family School Peer/Individual Total
23
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 8
Community Family School Peer/Individual Total
24
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 8
Community Family School Peer/Individual Total
25
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 10
Community Family School Peer/Individual Total
26
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 10
Community Family School Peer/Individual Total
27
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 12
Community Family School Peer/Individual Total
28
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 12
Community Family School Peer/Individual Total
29
1 Low Neighborhood Attachment Research has shown that youth who don't like the neighborhoods in which they live are more likely to become
involved in juvenile crime and drug selling.
1
1 Community Disorganization Research has shown that neighborhoods with high population density, lack of natural surveillance of public places,
physical deterioration, and high rates of adult crime also have higher rates of juvenile crime and drug selling.
1
1 Laws and Norms Favorable
Toward Drug Use
Research has shown that legal restrictions on alcohol and tobacco use, such as raising the legal drinking age, restricting
smoking in public places, and increased taxation have been followed by decreases in consumption. Moreover, national
surveys of high school seniors have shown that shifts in normative attitudes toward drug use have preceded changes in
prevalence of use.
1
1 Perceived Availability of Drugs
and Handguns
The availability of cigarettes, alcohol, marijuana, and other illegal drugs has been related to the use of these substances
by adolescents. The availability of handguns is also related to a higher risk of crime and substance use by adolescents.
1 Opportunities for Prosocial
Involvement
When opportunities are available in a community for positive participation, children are less likely to engage in
substance use and other problem behaviors.
1 Rewards for Prosocial
Involvement
Rewards for positive participation in activities helps youth bond to the community, thus lowering their risk for
substance use.
1 Poor Family Management Parents use of inconsistent and/or unusually harsh or severe punishment with their children places them at higher risk
for substance use and other problem behaviors. Also, parents failure to provide clear expectations and to monitor their
children s behavior makes it more likely that they will engage in drug abuse whether or not there are family drug
problems.
1 Family Conflict Children raised in families high in conflict, whether or not the child is directly involved in the conflict, appear at risk
for both delinquency and drug use.
1 Family History of Antisocial
Behavior
When children are raised in a family with a history of problem behaviors (e.g., violence or ATOD use), the children are
more likely to engage in these behaviors.
1 Parental Attitudes Favorable
Toward Antisocial Behavior &
Drugs
In families where parents use illegal drugs, are heavy users of alcohol, or are tolerant of children s use, children are
more likely to become drug abusers during adolescence. The risk is further increased if parents involve children in
their own drug (or alcohol) using behavior, for example, asking the child to light the parent s cigarette or get the parent
a beer from the refrigerator.
1 Family Attachment Young people who feel that they are a valued part of their family are less likely to engage in substance use and other
problem behaviors.
1 Opportunities for Prosocial
Involvement
Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities
of the family are less likely to engage in drug use and other problem behaviors.
1 Rewards for Prosocial
Involvement
When parents, siblings, and other family members praise, encourage, and attend to things done well by their child,
children are less likely to engage in substance use and problem behaviors.
1 Academic Failure Beginning in the late elementary grades (grades 4-6) academic failure increases the risk of both drug abuse and
delinquency. It appears that the experience of failure itself, for whatever reasons, increases the risk of problem
behaviors.
1 Low Commitment to School Surveys of high school seniors have shown that the use of drugs is significantly lower among students who expect to
attend college than among those who do not. Factors such as liking school, spending time on homework, and
perceiving the coursework as relevant are also negatively related to drug use.
Community Domain Protective Factors
Family Domain Risk Factors
Family Domain Protective Factors
School Domain Risk Factors
Table 2. Scales that Measure the Risk and Protective Factors Shown in the Profiles
Community Domain Risk Factors
Risk and Protective Scale Definitions
30
Risk and Protective Scale Definitions
1 Opportunities for Prosocial
Involvement
When young people are given more opportunities to participate meaningfully in important activities at school, they are
less likely to engage in drug use and other problem behaviors.
1
1 Rewards for Prosocial
Involvement
When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in
substance use and other problem behaviors.
1 Rebelliousness Young people who do not feel part of society, are not bound by rules, don t believe in trying to be successful or
responsible, or who take an active rebellious stance toward society, are at higher risk of abusing drugs. In addition,
high tolerance for deviance, a strong need for independence and normlessness have all been linked with drug use.
1
1 Early Initiation of Antisocial
Behavior and Drug Use
Early onset of drug use predicts misuse of drugs. The earlier the onset of any drug use, the greater the involvement in
other drug use and the greater frequency of use. Onset of drug use prior to the age of 15 is a consistent predictor of
drug abuse, and a later age of onset of drug use has been shown to predict lower drug involvement and a greater
probability of discontinuation of use.
1 Attitudes Favorable Toward
Antisocial Behavior and
Drug Use
During the elementary school years, most children express anti-drug, anti-crime, and pro-social attitudes and have
difficulty imagining why people use drugs or engage in antisocial behaviors. However, in middle school, as more youth
are exposed to others who use drugs and engage in antisocial behavior, their attitudes often shift toward greater
acceptance of these behaviors. Youth who express positive attitudes toward drug use and antisocial behavior are more
likely to engage in a variety of problem behaviors, including drug use.
1 Intention to Use ATODs Many prevention programs focus on reducing the intention of participants to use ATODs later in life. Reduction of
intention to use ATODs often follows successful prevention interventions.
1 Perceived Risk of Drug Use Young people who do not perceive drug use to be risky are far more likely to engage in drug use.
1 Interaction with Antisocial Peers Young people who associate with peers who engage in problem behaviors are at higher risk for engaging in antisocial
behavior themselves.
1 Friends' Use of Drugs Young people who associate with peers who engage in alcohol or substance abuse are much more likely to engage in
the same behavior. Peer drug use has consistently been found to be among the strongest predictors of substance use
among youth. Even when young people come from well-managed families and do not experience other risk factors,
spending time with friends who use drugs greatly increases the risk of that problem developing.
1
1 Rewards for Antisocial Behavior Young people who receive rewards for their antisocial behavior are at higher risk for engaging further in antisocial
behavior and substance use.
1 Depressive Symptoms Young people who are depressed are overrepresented in the criminal justice system and are more likely to use drugs.
Survey research and other studies have shown a link between depression and youth problem behaviors.
1 Gang Involvement Youth who belong to gangs are more at risk for antisocial behavior and drug use.
1 Belief in the Moral Order Young people who have a belief in what is right or wrong are less likely to use drugs.
1 Religiosity Young people who regularly attend religious services are less likely to engage in problem behaviors.
1 Interaction with Prosocial Peers Young people who associate with peers who engage in prosocial behavior are more protected from engaging in
antisocial behavior and substance use.
1 Prosocial Involvement Participation in positive school and community activities helps provide protection for youth.
1 Rewards for Prosocial
Involvement
Young people who are rewarded for working hard in school and the community are less likely to engage in problem
behavior.
Peer-Individual Protective Factors
Peer-Individual Risk Factors
Table 2. Scales that Measure the Risk and Protective Factors Shown in the Profiles
School Domain Protective Factors
31
Data Tables
Table 3. Number of Students Who Completed the Survey
State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF
12,140 18,969 23,561 n/a 11,739 16,682 21,220 n/a 11,042 14,435 15,984 n/a 7,847 10,634 11,434 n/a
Table 4. Percentage of Students Who Used ATODs During Their Lifetime
State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF
Alcohol
had alcoholic beverages (beer, wine
or hard liquor) to drink - more than
just a few sips?
27.7 28.1 27.9 n/a 51.2 50.8 48.0 36.6 66.9 67.1 63.6 59.1 76.3 75.5 74.0 72.3
Cigarettes smoked cigarettes? 16.8 14.7 14.3 n/a 33.9 31.4 28.9 20.1 45.2 44.4 40.8 32.7 52.7 52.7 51.1 43.6
Chewing Tobacco
used smokeless tobacco (chew,
snuff, plug, dipping tobacco,
chewing tobacco)?
7.9 7.3 7.9 n/a 16.1 15.9 15.0 9.6 21.8 23.2 23.6 15.2 26.1 26.8 28.8 16.3
Marijuana used marijuana (grass, pot) or
hashish (hash, hash oil)? 3.0 3.0 3.6 n/a 13.7 13.5 14.5 15.7 26.6 25.6 27.4 32.3 35.3 32.8 35.4 42.0
Inhalants
sniffed glue, breathed the contents of
an aerosol spray can, or inhaled other
gases or sprays, in order to get high?
10.3 11.7 11.4 n/a 12.8 15.1 14.2 14.9 10.6 12.3 11.4 12.8 8.4 9.4 9.2 9.5
Hallucinogens used LSD or other hallucinogens? 0.4 0.6 0.7 n/a 1.5 1.8 2.0 1.7 3.7 4.1 4.2 3.0 5.1 5.2 6.1 3.1
Cocaine used cocaine or crack? 0.8 0.9 0.9 n/a 1.7 2.3 1.9 2.6 4.3 4.1 3.0 4.6 6.8 6.1 5.0 6.0
Methamphetamines used methamphetamines (meth,
speed, crank, crystal meth)? 0.4 0.6 0.6 n/a 1.7 1.5 1.3 1.6 3.5 2.7 2.5 2.8 4.8 4.0 3.2 2.4
Other Stimulants
used stimulants, other than
methamphetamines (such as
amphetamines, Ritalin, Dexedrine)
without a doctor telling you to?
1.1 1.2 1.1 n/a 3.4 3.4 3.2 n/a 7.6 6.9 6.5 n/a 8.9 8.0 8.6 n/a
Heroin or Other
Opiates used heroin or other opiates? 0.3 0.5 0.4 n/a 0.7 1.0 1.0 1.3 1.5 1.4 1.6 1.5 1.8 2.2 2.3 1.2
Sedatives
used sedatives (tranquilizers, such
as Valium or Xanax, barbituates or
sleeping pills) without a doctor telling
you to take them?
5.0 5.3 4.6 n/a 9.5 11.2 9.8 9.5 16.5 17.1 14.3 13.0 19.5 18.4 16.6 12.7
Ecstasy used MDMA ( X , E , or ecstasy)? 0.3 0.4 0.5 n/a 1.7 2.0 2.2 2.2 4.1 4.0 5.0 5.5 5.7 5.8 7.3 6.5
Prescription
Drugs**
used prescription drugs (such as
Valium, Xanax, Ritalin, Adderall,
OxyContin, or sleeping pills) without
a doctor telling you to take them?
n/a 5.5 4.3 n/a n/a 13.1 10.8 n/a n/a 20.6 18.0 n/a n/a 22.7 21.9 n/a
Over-the-Counter
Drugs**
used a non-prescription cough or
cold medicine (robos, DXM, etc.) to
get high and not for medical reasons?
n/a 2.8 2.2 n/a n/a 6.3 5.6 n/a n/a 8.5 8.4 n/a n/a 8.4 9.0 n/a
*
**
MTF has no equivalent for Other Stimulants, Prescription Drugsor Over-the-Counter Drugs. MTF does not survey 6th graders.
Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Grade 10
Grade 10
Number of Youth
In your lifetime, on how many occasions
(if any) have you (One or more occasions)
Grade 12
Grade 12
Grade 6
Grade 6
Grade 8
Grade 8
32
Data Tables
State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF
Alcohol
had alcoholic beverages (beer, wine
or hard liquor) to drink - more than
just a few sips?
6.0 8.4 8.8 n/a 19.4 23.4 21.2 14.9 34.4 35.6 32.4 30.4 45.7 45.9 42.9 43.5
Cigarettes smoked cigarettes? 3.4 3.0 3.0 n/a 10.6 10.3 9.6 6.5 18.4 18.5 17.1 13.1 24.6 25.0 23.4 20.1
Chewing Tobacco
used smokeless tobacco (chew,
snuff, plug, dipping tobacco,
chewing tobacco)?
2.4 2.2 2.6 n/a 6.7 6.8 6.8 3.7 9.9 12.0 11.7 6.5 12.0 13.7 14.2 8.4
Marijuana used marijuana (grass, pot) or
hashish (hash, hash oil)? 1.0 1.1 1.5 n/a 5.6 6.2 7.0 6.5 12.2 11.6 13.3 15.9 14.8 13.8 16.3 20.6
Inhalants
sniffed glue, breathed the contents of
an aerosol spray can, or inhaled other
gases or sprays, in order to get high?
3.7 4.9 4.7 n/a 4.5 5.8 5.3 3.8 2.9 3.1 2.7 2.2 1.2 1.8 1.6 1.2
Hallucinogens used LSD or other hallucinogens? 0.1 0.1 0.2 n/a 0.4 0.7 0.7 0.5 0.9 1.3 1.3 0.5 0.9 1.3 1.5 0.5
Cocaine used cocaine or crack? 0.3 0.4 0.4 n/a 0.4 0.7 0.8 0.8 1.0 1.1 0.7 0.9 1.4 1.2 1.0 1.3
Methamphetamines used methamphetamines (meth,
speed, crank, crystal meth)? 0.1 0.2 0.2 n/a 0.4 0.5 0.5 0.5 1.0 0.8 0.7 0.6 1.0 0.8 0.8 0.5
Other Stimulants
used stimulants, other than
methamphetamines (such as
amphetamines, Ritalin, Dexedrine)
without a doctor telling you to?
0.4 0.4 0.4 n/a 1.3 1.5 1.4 n/a 3.0 2.9 2.8 n/a 3.0 2.8 3.0 n/a
Heroin or Other
Opiates used heroin or other opiates? 0.1 0.2 0.2 n/a 0.2 0.3 0.4 0.4 0.5 0.5 0.5 0.4 0.4 0.7 0.7 0.4
Sedatives
used sedatives (tranquilizers, such
as Valium or Xanax, barbituates or
sleeping pills) without a doctor telling
you to take them?
1.7 2.3 1.8 n/a 4.4 5.5 4.6 2.5 7.9 8.2 6.3 3.9 8.6 8.2 6.9 4.2
Ecstasy used MDMA ( X , E , or ecstasy)? 0.1 0.2 0.3 n/a 0.6 0.8 0.8 0.6 1.1 1.4 1.6 1.3 1.1 1.8 1.4 1.8
Prescription
Drugs**
used prescription drugs (such as
Valium, Xanax, Ritalin, Adderall,
OxyContin, or sleeping pills) without
a doctor telling you to take them?
n/a 2.5 1.8 n/a n/a 6.6 5.2 n/a n/a 10.0 8.1 n/a n/a 10.5 9.6 n/a
Over-the-Counter
Drugs**
used a non-prescription cough or
cold medicine (robos, DXM, etc.) to
get high and not for medical reasons?
n/a 1.3 1.0 n/a n/a 3.1 2.6 n/a n/a 3.6 3.3 n/a n/a 2.8 2.4 n/a
*
**
Table 5. Percentage of Students Who Used ATODs During the Past 30 Days
Grade 6 Grade 8 In the past 30 days, on how many occasions
(if any) have you (One or more occasions)
Grade 12
MTF has no equivalent for Other Stimulants, Prescription Drugsor Over-the-Counter Drugs . MTF does not survey 6th graders.
Grade 10
Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
33
Data Tables
Table 6. Percentage of Students With Problem ATOD Use
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
Binge Drinking 5.0 4.9 5.4 n/a 13.0 13.3 12.5 7.8 22.8 21.8 20.1 17.5 31.8 29.6 28.0 25.2
1/2 Pack of
Cigarettes/Day 0.2 0.2 0.3 n/a 0.8 0.9 1.6 1.0 1.7 2.1 3.8 2.4 3.0 3.5 6.7 5.0
Drinking and
Driving n/a 1.9 1.8 3.9 n/a 4.2 4.0 4.2 n/a 8.8 7.4 7.4 n/a 19.8 16.7 16.6
Riding with a
Drinking Driver n/a 20.5 19.8 20.7 n/a 25.5 24.0 24.9 n/a 27.3 24.8 26.3 n/a 29.4 27.0 27.5
Needs Alcohol
Treatment 1.1 0.9 0.7 n/a 5.6 4.6 3.2 n/a 12.1 9.8 5.4 n/a 15.2 13.2 5.3 n/a
Needs Drug
Treatment 0.5 0.4 0.4 n/a 3.3 2.6 2.9 n/a 6.9 5.4 5.9 n/a 7.5 6.6 7.1 n/a
Needs Alcohol
and/or Drug
Treatment
1.5 1.1 1.0 n/a 7.8 5.7 5.1 n/a 16.0 12.0 9.4 n/a 19.1 15.5 10.4 n/a
Table 7. Percentage of Students With Antisocial Behavior
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
10.8 10.8 11.6 13.0 13.1 15.0 14.1 15.1 10.2 11.7 10.8 12.6 6.2 7.2 7.2 9.2
3.0 3.2 4.2 3.9 8.6 9.6 10.0 7.5 15.2 15.6 15.9 15.0 17.5 17.8 17.8 17.7
0.7 0.7 1.4 2.1 3.0 3.5 3.9 2.5 6.0 7.1 7.3 6.5 6.6 7.8 8.7 7.8
1.9 1.7 2.2 2.9 3.0 3.2 3.2 2.3 3.0 3.2 3.0 2.6 1.5 2.3 2.3 1.9
3.0 2.5 3.6 3.7 6.0 6.6 5.9 5.2 7.0 7.6 6.7 6.7 5.4 6.5 7.0 6.1
14.8 15.3 16.0 12.7 17.3 18.0 16.6 16.0 15.1 16.8 14.0 15.1 11.1 13.4 12.3 11.9
5.2 4.9 5.1 5.7 5.7 6.0 5.5 4.8 4.8 6.3 5.7 5.2 4.2 6.4 6.2 5.2
0.5 0.5 0.8 1.3 0.9 0.9 1.0 0.8 0.8 1.0 1.1 0.9 0.9 1.4 1.3 1.0
*
Grade 8 Grade 12
Sold Illegal Drugs
Carried a Handgun
Grade 6 Grade 10
Grade 6 Grade 8 Grade 10 Grade 12
Problem Use
Treatment Needs
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Carried a Handgun to School
Been Drunk or High at School
How many times in the past year
(12 months) have you:
(One or more times)
Been Suspended from School
Attacked Someone with the Idea
of Seriously Hurting Them
Been Arrested
Stolen or Tried to Steal a Motor Vehicle
1) Spent more time using than intended
2) Neglected some of your usual
responsibilities because of use
3) Wanted to cut down on use
4) Others objected to your use
5) Frequently thought about using
6) Used alcohol or drugs to relieve feelings
How many times have you had 5 or more
alcoholic drinks in a row in the past
2 weeks? (One or more times)
During the past 30 days, how many
cigarettes did you smoke per day?
(11 to 20 cigarettes, More than 20 cigarettes)
Students who have used alcohol or drugs
on 10 or more occasions in their lifetime
and marked 3 or more of the following 6 items
related to their past year drug or alcohol use:
Alcohol and Driving
During the past 30 days, how many times
did you DRIVE a car or other vehicle when
you had been drinking alcohol?
During the past 30 days, how many times
did you RIDE in a car or other vehicle driven
by someone who had been drinking alcohol?
34
Data Tables
Table 8. Student Alcohol Use
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
1,309 1,997 2,620 2,998 4,658 5,962 4,627 6,370 7,197 4,226 5,768 6,322
1.5 3.2 4.5 1.2 2.1 2.7 1.1 1.7 2.7 2.6 2.8 3.5
1.4 3.6 4.4 1.9 2.7 3.4 4.6 5.6 6.6 8.1 8.4 10.6
23.0 30.1 31.9 36.2 39.9 41.5 49.7 55.7 54.8 62.5 66.3 68.5
12.1 16.2 16.8 23.2 28.6 26.4 30.9 31.5 31.5 24.6 24.8 27.2
7.5 10.5 11.0 9.9 11.6 12.0 10.5 12.2 12.2 9.8 10.7 12.0
25.4 26.1 29.2 20.5 23.3 23.1 15.6 17.6 19.4 12.6 15.1 17.4
14.6 19.6 22.3 18.2 23.6 28.5 13.1 18.4 21.1 7.2 9.9 13.2
12.8 15.1 16.6 13.6 16.4 16.9 9.8 13.2 14.2 7.7 10.3 11.6
2.5 4.1 3.9 2.7 4.2 4.1 5.9 6.1 6.9 6.7 6.9 8.3
2.1 3.8 2.8 2.0 2.6 2.4 1.3 2.0 2.5 1.3 1.9 2.4
n/a n/a 4.4 n/a n/a 3.3 n/a n/a 3.8 n/a n/a 7.4
36.7 34.3 32.2 25.9 27.0 29.0 21.5 23.7 25.8 17.3 21.0 20.5
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
1,248 1,881 3,061 3,026 4,679 6,635 4,622 6,178 7,368 4,081 5,537 6,411
68.0 67.7 63.0 62.2 64.1 63.3 56.2 58.8 57.7 57.3 58.2 57.3
41.2 45.1 44.6 62.0 67.1 64.5 74.8 80.0 77.6 81.7 85.2 83.7
10.3 13.3 15.7 13.8 16.7 18.8 20.9 20.0 20.7 21.3 22.1 20.8
3.1 6.4 6.5 7.2 9.3 10.7 10.2 13.0 13.8 11.2 13.5 11.5
7.7 12.1 12.6 11.6 15.3 17.1 15.8 19.2 19.0 17.1 19.7 17.9
14.3 19.7 19.0 25.5 29.7 29.9 37.0 40.6 42.0 41.3 45.2 46.1
30.1 39.9 45.4 46.8 54.4 54.6 61.3 69.3 68.8 71.5 78.8 76.9
9.3 13.7 20.5 13.9 16.7 24.6 16.7 18.3 26.8 16.5 19.4 26.7
n/a n/a 17.7 n/a n/a 16.3 n/a n/a 15.4 n/a n/a 21.7
*
**
At friends houses.
At your home.
If you drank ALCOHOL (beer, wine, or hard liquor) Grade 8 Grade 12
and not just a sip or taste in the last year, how did
you USUALLY get it? (Choose all that apply.)
Grade 6 Grade 10
Sample size**
I got it from someone I know under age 21
I got it from my brother or sister
At a party.
At a school dance, a game, or other event.
At school during the day.
Near school.
I got it from home with my parents' permission
I bought it myself with a fake ID
I bought it myself without a fake ID
I got it from someone I know age 21 or older
I got it from home without my parents' permission
I got it from another relative
A stranger bought it for me
I took it from a store or shop
Other
During the last 12 months, how often (if ever) have
you used ALCOHOL (beer, wine, or hard liquor) in
each of the following places?
Grade 6
I got it at a bar or restaurant
I got it at a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample. In the case of smaller sample sizes,
caution should be exercised before generalizing results to the entire community.
Grade 8 Grade 10 Grade 12
At a park or beach.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
At a bar or restaurant.
Sample size**
In a car.
35
Data Tables
Table 9. Percentage of Students Reporting Risk
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
49.4 48.6 47.8 47.0 39.2 38.8 38.3 36.6 42.4 43.5 42.6 42.8 44.6 46.3 44.5 47.0
43.6 42.7 44.2 39.0 44.3 47.7 49.9 45.1 42.7 48.7 49.6 49.8 40.8 48.0 48.0 53.9
48.5 48.1 46.1 42.4 44.8 46.7 45.8 39.8 41.6 44.1 43.1 39.7 48.0 49.6 50.5 47.4
49.4 50.9 48.7 45.1 41.6 43.6 41.8 35.5 46.8 47.1 43.3 40.5 49.2 47.1 44.0 42.7
30.9 30.5 28.2 25.4 43.3 44.4 40.9 39.8 30.3 34.5 31.1 29.9 37.7 40.0 37.4 34.8
50.7 51.9 53.7 49.8 43.3 44.5 45.4 42.7 39.3 40.5 40.2 40.3 42.7 41.1 41.2 45.4
43.9 44.7 45.6 43.2 38.8 38.6 38.7 36.8 41.7 42.7 41.1 41.6 37.2 38.1 38.1 38.8
47.0 46.7 49.6 45.9 40.8 43.3 42.1 36.4 41.8 45.2 44.3 41.9 42.2 45.2 46.1 43.9
40.0 40.4 42.7 36.3 50.2 51.5 51.6 46.9 51.1 53.6 52.8 52.3 47.7 51.5 51.5 50.3
16.5 16.6 17.5 15.8 30.8 31.6 30.9 26.0 42.0 44.1 43.3 40.8 44.9 45.0 44.7 38.6
37.6 37.0 36.6 41.3 41.5 43.1 40.7 42.8 41.1 43.4 41.2 45.1 34.9 37.9 37.0 41.8
48.7 51.0 51.1 48.5 47.0 49.5 49.4 44.8 43.0 44.9 44.0 42.4 46.6 47.0 45.5 42.9
41.3 41.5 38.1 38.4 41.3 42.8 39.3 39.0 45.6 46.3 42.6 45.5 43.2 43.8 39.7 43.6
28.7 29.2 31.0 28.1 36.2 37.8 36.3 33.7 37.0 40.4 38.4 37.0 32.5 37.0 38.2 35.4
35.4 35.1 33.8 31.0 43.7 42.9 40.1 34.4 41.7 41.0 38.4 35.9 44.3 43.9 41.7 41.4
45.9 47.8 50.8 43.5 37.0 39.0 41.5 36.2 43.2 45.2 44.2 44.6 38.3 41.0 40.0 41.9
25.0 23.4 24.2 23.1 38.6 38.2 38.8 32.1 45.2 44.8 45.5 43.5 44.1 43.5 44.7 43.1
47.9 48.4 51.5 49.1 40.5 40.7 44.4 37.1 49.1 49.5 52.9 47.8 37.9 40.4 44.5 40.3
41.8 42.4 47.4 45.7 34.6 37.7 36.8 34.5 36.1 37.9 35.7 36.8 30.1 34.9 34.2 33.9
27.4 28.3 29.4 27.4 47.3 47.3 46.9 38.7 44.9 43.9 42.7 41.8 38.1 37.9 37.9 38.1
29.7 29.1 32.2 30.5 35.6 35.8 37.5 32.6 43.5 42.5 43.7 42.7 45.6 43.5 46.4 45.8
42.3 39.9 40.1 37.6 44.0 44.2 42.7 40.4 44.9 44.6 43.0 41.6 37.2 37.3 35.1 37.7
10.0 8.0 7.4 7.8 10.7 10.8 8.7 8.9 7.3 8.7 7.3 7.4 5.2 6.6 6.4 5.5
48.1 49.3 48.6 40.5 31.6 31.3 32.4 26.7 40.6 41.5 41.4 36.2 44.8 45.1 46.6 39.0
50.1 51.3 52.6 n/a 45.9 49.4 49.3 n/a 44.1 49.1 47.7 n/a 43.9 47.9 47.4 n/a
*
**
Grade 8
Family History of Antisocial Behavior
Parental Attitudes Favorable to ASB
Perceived Availability of Handguns
Family Domain
Poor Family Management
Family Conflict
Perceived Risk of Drug Use
Grade 12
Perceived Availability of Drugs
Community Domain
Low Neighborhood Attachment
Laws & Norms Favorable to Drug Use
Community Disorganization
Grade 10
Risk Factor
Grade 6
Rewards for ASB
Parental Attitudes Favorable to Drug Use
School Domain
Interaction with Antisocial Peers
Rebelliousness
Early Initiation of ASB
Early Initiation of Drug Use
Academic Failure
Low Commitment to School
Peer-Individual Domain
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Students at High Risk**
High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives. (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th &12th grades: 9 or more risk
factors.)
Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk .
Attitudes Favorable to ASB
Attitudes Favorable to Drug Use
Intention to Use Drugs
Total Risk
Gang Involvement
Friend's Use of Drugs
Depressive Symptoms
36
Data Tables
Table 10. Percentage of Students Reporting Protection
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
47.0 46.5 42.9 50.2 56.5 54.5 53.4 60.3 57.8 54.9 56.5 60.6 61.9 58.9 59.2 62.1
44.7 44.4 43.3 46.2 46.6 47.9 45.5 49.2 43.3 44.2 43.3 44.2 44.4 45.4 43.6 44.1
52.2 51.1 50.0 53.0 49.4 48.9 47.7 51.9 53.8 53.1 53.6 54.3 58.7 56.9 56.5 55.4
55.3 55.4 53.2 58.6 58.8 58.4 56.5 60.7 53.0 52.8 53.5 53.1 57.4 55.4 54.1 53.8
51.3 49.7 47.4 52.9 45.4 45.3 43.1 47.7 53.4 51.4 51.1 53.0 57.0 54.7 52.9 52.4
45.3 43.1 44.7 48.5 58.9 57.0 58.7 62.1 60.8 58.4 60.1 64.1 64.2 62.7 64.3 66.1
48.6 47.4 44.6 50.7 49.6 48.1 48.7 57.5 62.6 60.1 61.0 58.9 49.3 47.5 48.7 51.6
54.3 51.8 47.8 50.9 68.3 65.0 63.4 53.5 64.4 59.0 59.9 48.9 57.3 52.3 52.3 44.3
52.5 51.2 48.9 57.9 57.8 56.4 55.6 64.6 49.1 45.9 48.3 52.9 52.2 49.7 50.9 53.8
53.6 51.5 49.8 51.0 59.5 58.4 58.0 59.3 59.0 57.5 58.4 60.4 58.3 55.8 55.3 58.5
56.9 53.6 51.4 52.2 56.8 56.1 54.7 50.7 55.4 54.1 55.7 53.7 58.2 55.3 55.5 54.3
46.4 44.9 43.6 45.7 52.4 52.3 52.2 51.7 59.3 58.0 60.1 59.7 61.1 60.2 62.4 63.4
52.6 51.7 49.8 n/a 46.2 48.5 48.1 n/a 49.4 50.4 52.2 n/a 53.6 53.1 53.2 n/a
*
**
Grade 6 Grade 12
Peer-Individual Domain
Rewards for Prosocial Involvement
Protective Factor
Grade 8
Community Domain
Opportunities for Prosocial Involvement
Grade 10
Family Attachment
Family Domain
Rewards for Prosocial Involvement
Belief in the Moral Order
School Domain
Opportunities for Prosocial Involvement
Interaction with Prosocial Peers
Prosocial Involvement
Religiosity
Opportunities for Prosocial Involvement
Rewards for Prosocial Involvement
Rewards for Prosocial Involvement
State represents the aggregate results of all OPNA participants rather than a random sample of students.
High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives. (6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective
factors)
Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Total Protection
Students with High Protection**
37
Data Tables
Table 11. Drug Free Communities Report
Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample
drink 1 or two drinks
nearly every day
Alcohol 63.3 22,205 60.1 20,364 60.3 15,493 60.2 11,016 56.1 32,938 66.1 34,864
smoke 1 or more packs of
cigarettes per day Cigarettes 81.4 22,330 84.9 20,457 87.8 15,535 88.5 11,052 83.6 33,075 86.5 35,014
smoke marijuana regularly Marijuana 85.4 21,789 82.3 19,906 75.7 15,245 72.0 10,844 76.8 32,308 83.5 34,232
drink beer, wine, or
hard liquor regularly Alcohol 95.0 19,827 88.8 19,197 83.0 14,864 74.6 10,612 86.5 30,448 87.5 32,890
smoke cigarettes Cigarettes 97.5 19,793 94.5 19,177 90.2 14,845 80.6 10,601 92.0 30,411 92.3 32,849
smoke marijuana Marijuana 98.7 19,636 95.9 19,080 92.9 14,805 90.7 10,575 95.0 30,244 95.5 32,693
drink beer, wine, or
hard liquor regularly Alcohol 92.7 23,142 77.4 20,850 64.2 15,723 57.2 11,224 75.2 34,024 77.5 35,571
smoke cigarettes Cigarettes 94.5 23,134 83.5 20,845 72.2 15,713 60.1 11,229 80.5 34,009 81.3 35,567
smoke marijuana Marijuana 96.6 23,135 86.1 20,858 76.4 15,731 73.0 11,232 84.0 34,030 86.7 35,581
Alcohol 8.8 22,198 21.2 20,379 32.4 15,484 42.9 11,010 24.2 32,945 22.2 34,849
Cigarettes 3.0 21,284 9.6 20,009 17.1 15,287 23.4 10,863 11.8 32,015 11.0 34,186
Marijuana 1.5 22,161 7.0 20,334 13.3 15,448 16.3 10,981 9.1 32,865 7.1 34,789
Average Age of Onset**
Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample
Alcohol 30.0 23,134 50.1 20,849 65.4 15,714 76.0 11,229 51.7 34,044 50.3 35,540
Average age:
Cigarettes 15.4 23,182 30.8 20,885 44.1 15,722 55.2 11,237 33.3 34,074 31.6 35,605
Average age:
Marijuana 3.2 23,237 14.6 20,902 28.8 15,741 37.9 11,248 19.0 34,125 16.3 35,655
Average age:
*
**
11.9 years
Grade 8 Grade 10 Grade 12
10.7 years
(How old were you
when you first )
11.2 years
10.7 years
12.4 years
11.6 years
smoked a cigarette,
even just a puff?
had more than a sip or two of
beer, wine or hard liquor?
smoked marijuana?
at least one use in the
past 30 days Past 30-Day Use*
Outcome
Perception of
Peer Disapproval* (I think
it is Wrong or Very Wrong
for someone my age to...)
Perception of Risk*
(People are at Moderate
or Great Risk of harming
themselves if they...)
Perception of Parent
Disapproval*
(Parents feel it would be
Wrong or Very Wrong to... )
Grade 6
13.5 years
Definition Substance
14.3 years 12.4 years
13.8 years 14.8 years
13.3 years
12.8 years
Male Female
13.8 years 12.3 years
12.9 years
12.5 years
13.8 years
The male and female values allow a gender comparison for youth who completed the survey. However, unless the percentage of students who participated from each grade is similar, the gender results are not necessarily representative of males and females in the community. Male
and female data are only displayed if the number participating meets the cutoff.
For Average Age of Onset, the Sample column represents the overall sample size: the total number of people that responded to the questions about Age of Onset. This includes responses that are not used to calculate the average age of onset (i.e., youth that have never used alcohol,
tobacco, and marijuana). The "Percent" column represents the percentage of youth in the sample reporting any age of first use for the specified substance. "Average age" is calculated by averaging the ages of first use of students reporting any use.
For Past 30-Day Use, Perception of Risk, and Perception of Parental/Peer Disapproval, the Sample column represents the sample size - the number of people who answered the question and whose responses were used to determine the percentage. The "Percent" column represents
the percentage of youth in the sample answering the question as specified in the definition.
38
Data Tables
Table 12. Additional Data for Prevention Planning - Safety, Violence, and Gangs
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
I feel safe at my school YES! or yes 81.9 81.3 81.2 77.6 75.6 78.2 79.2 75.6 79.5 85.1 80.7 85.0
I feel safe in my neighborhood YES! or yes 75.3 76.9 78.4 79.5 77.9 78.7 82.7 81.3 81.6 86.6 83.4 84.1
What are the chances you
would be seen as cool if you
defended someone who was
being verbally abused at school?
No or very little
chance 17.1 17.6 17.5 15.8 15.7 15.6 13.3 14.8 14.3 13.2 14.2 13.6
How wrong do you think it is
for someone your age to pick
a fight with someone?
Not wrong at al 5.1 5.1 5.8 8.8 8.7 9.5 7.6 7.7 7.7 5.2 5.7 5.7
How wrong do you think it is
for someone your age to
attack someone with the idea
of seriously hurting them?
Not wrong at al 3.0 2.6 3.0 4.3 4.5 4.9 4.2 4.3 4.4 3.5 3.7 3.5
How many times in the past
year (12 months) have you
attacked someone with the
idea of seriously hurting them?
At least one time
in the past year 14.8 15.3 16.0 17.3 18.0 16.6 15.1 16.8 14.0 11.1 13.4 12.3
It is all right to beat up people
if they start the fight. YES! or yes 40.6 41.2 43.7 54.2 56.4 57.2 55.0 60.6 59.4 51.4 55.3 55.4
How wrong do your parents
feel it would be for you to pick
a fight with someone?
Not wrong at al 3.9 3.6 4.1 5.2 5.3 5.1 3.6 4.6 4.8 2.9 3.8 4.0
No 88.2 90.4 91.0 87.1 87.1 89.4 90.7 89.4 90.9 93.1 91.7 91.8
No, but would like to 1.7 1.6 1.6 2.2 2.2 1.9 2.0 1.9 1.8 1.7 1.7 1.8
Yes, in the past 6.7 5.1 4.6 6.6 6.0 5.1 4.4 4.9 4.3 3.1 3.6 3.6
Yes, belong now 2.9 2.4 2.3 3.7 4.2 3.2 2.6 3.5 2.6 1.8 2.7 2.6
Yes, but would like
to get out
0.5 0.5 0.5 0.4 0.5 0.4 0.2 0.4 0.3 0.2 0.3 0.3
* State represents the aggregate results of all OPNA participants rather than a random sample of students.
Verbal and Physical Violence
Have you ever
belonged to
a gang?
Grade 6 Grade 12
Gang Involvement
Grade 8
Safety
Grade 10
39
Regional Prevention Contacts
PreventionWorkz APRC
580-234-1046
Serves Alfalfa, Garfield, Grant, Kingfisher, Logan, and
Major Counties
Red Rock West APRC
580-323-6021
Serves Beckham, Blaine, Caddo, Custer, Dewey, Greer,
Kiowa, Roger Mills, and Washita Counties
Red Rock West APRC - Satellite Office
405-354-1928
Serves Canadian and Grady Counties
ROCMND Area Youth Services APRC
918-256-7518
Serves Craig, Delaware, Mayes, Nowata, Ottawa,
Rogers, and Washington Counties
ROCMND Area Youth Services APRC -
Satellite Office
918-493-6322
Serves Tulsa County
Southern Oklahoma Interlocal Cooperative APRC
580-286-3344
Serves Choctaw, Leflore, McCurtain, and Pushmataha
Counties
Wichita Mountains Prevention Network -
Ardmore APRC
580-490-9021
Serves Bryan, Carter, Garvin, Johnston, Love,
Marshall, Murray, and Pontotoc Counties
Wichita Mountains Prevention Network -
Lawton APRC
580-355-5246
Serves Comanche, Cotton, Harmon, Jackson, Jefferson,
Stephens, and Tillman Counties
Regional Prevention Contacts
Deep Fork Community Action Foundation
918-689-3132
Serves Hughes, McIntosh, and Muskogee Counties
Eagle Ridge Institute APRC
405-840-1359
Serves Oklahoma County
Gateway to Prevention and Recovery APRC
405-275-3391
Serves Lincoln, Okfuskee, Pottawatomie, and Seminole
Counties
NAIC Center for Alcohol & Drug Services APRC
405-321-0022
Serves Cleveland and McClain Counties
Oklahoma Department of Mental Health and
Substance Abuse Services
405-522-6791
Serves Adair, Cherokee, Sequoyah, and Wagoner
Counties
Northwest Center for Behavioral Health APRC
580-571-3240
Serves Beaver, Cimarron, Ellis, Harper, Texas, Woods,
and Woodward Counties
Kibois / The Oaks Rehabilitative Services APRC
918-421-3500
Serves Atoka, Coal, Haskell, Latimer, and Pittsburg
Counties
OSU Seretean Wellness Center, PaNOK APRC
405-624-2220
Serves Kay, Noble, Osage, Payne, and Pawnee
Counties
OSU Seretean Wellness Center, Tri-County APRC
918-756-1248
Serves Creek and Okmulgee Counties
Contacts for Prevention
40
National Contacts and Resources
Center for Substance Abuse Prevention (CSAP)
www.prevention.samhsa.gov
Office of Juvenile Justice and Delinquency
Prevention
www.ojjdp.ncjrs.org
Safe and Drug Free Schools and Communities
U.S. Department of Education
www.ed.gov/offices/OESE/SDFS
Substance Abuse and Mental Health Services
Administration (SAMHSA)
Prevention Platform
www.preventionplatform.samhsa.gov
Social Development Research Group
University of Washington
www.sdrg.org
National Clearinghouse for Alcohol & Drug
Information
www.ncadi.samhsa.gov
This Report was Prepared for the State of
Oklahoma by Bach Harrison, L.L.C.
116 South 500 East
Salt Lake City, Utah 84102
801-359-2064
www.bach-harrison.com
For more information about this report or the
information it contains, please contact the
Oklahoma Department of Mental Health &
Substance Abuse Services:
405-522-3619
This publication was produced by the Oklahoma
Department of Mental Health and Substance Abuse
Services and intended for electronic distribution only.
There are no associated printing costs. Electronic
copies are available upon request through the
ODMHSAS Prevention Resource Center. The
Resource Center is accessible through the ODMHSAS
web site at www.odmhsas.org. An electronic copy has
also been provided to the Oklahoma Department of
Libraries, Publication s Clearinghouse. 1/2011.
State Contacts
Oklahoma Department of Mental Health and
Substance Abuse Services
405-522-3619
www.odmhsas.org
Oklahoma Department of Mental Health and
Substance Abuse Services
2Much2Lose (2M2L)/Students Against Destructive
Decisions (SADD)
405-522-2700
Oklahoma Prevention Resource Center
405-522-3810
www.odmhsas.org/resourcecenter
Oklahoma Commission on Children and Youth
405-606-4900
Oklahoma Department of Education
405-521-2107
Oklahoma Department of Health, Tobacco Use
Prevention
405-271-3619
Oklahoma Institute for Child Advocacy
405-236-5437
Oklahoma Turning Point Initiative
405-271-6127
Students Working Against Tobacco (SWAT)
405-271-3619
Contacts for Prevention

Click tabs to swap between content that is broken into logical sections.

Results for
S tate of Oklahoma
2
Table 1. Characteristics of Participants
State 2006 State 2008 State 2010
Number Percent Number Percent Number Percent
Total Students 42,768 100 60,720 100 72,199 100
6 12,140 28.4 18,969 31.2 23,561 32.6
8 11,739 27.4 16,682 27.5 21,220 29.4
10 11,042 25.8 14,435 23.8 15,984 22.1
12 7,847 18.3 10,634 17.5 11,434 15.8
Male 20,113 48.1 29,217 48.9 34,770 49.1
Female 21,685 51.9 30,567 51.1 36,017 50.9
American Indian or
Alaska Native 6,548 16.3 13,781 19.0 16,455 19.1
Asian 865 2.2 1,694 2.3 2,035 2.4
Black or
African American 3,499 8.7 7,582 10.4 9,120 10.6
Hawaiian or other
Pacific Islander 210 0.5 950 1.3 919 1.1
Hispanic or Latino 2,871 7.2 6,350 8.7 8,655 10.0
White 26,060 65.1 42,354 58.2 49,140 56.9
*
Students by Gender
Grade
Students by Race/Ethnicity*
Students can select one or more categories. The sum of Students by Race/Ethnicity may exceed Total Students.
Oklahoma who completed the survey.
A total of 686 schools across
Oklahoma participated in the survey.
Since students are able to select more
than one race or ethnicity, the sum of
students of individual categories may
exceed the total number of students
surveyed. Because not all students
answer all of the questions, the total
count of students by gender (and less
frequently, students by ethnicity) may
be less than the reported total
students.
When using the information in this
report, please pay attention to the
number of students who participated
from your community. If 60% or
more of the students participated, the
report is a good indicator of the levels
of substance use, risk, protection, and
antisocial behavior. If fewer than 60%
participated, consult with your local
prevention coordinator or a survey
professional before generalizing the
results to the entire community.
Coordination and administration of the
Oklahoma PNA Survey was a
collaborative effort of the State Office of
the Governor; Oklahoma Department of
Mental Health and Substance Abuse
Services; Area Prevention Resource
Centers; Oklahoma State Department of
Health; Oklahoma Department of
Education; Oklahoma Commission on
Children and Youth; and all of the
participating schools. If you have any
questions about the report or prevention
activities that are underway in the state,
please refer to the Contacts for
Prevention section.
Administration of the Oklahoma
Prevention Needs Assessment Survey
and the preparation of this report were
funded by a federal grant administered
by the Oklahoma Department of
Mental Health and Substance Abuse
Services from the U.S. Department of
Health and Human Services, Substance
Abuse and Mental Health Services
Administration (SAMHSA), Center for
Substance Abuse Prevention (CSAP).
2010 State of Oklahoma
Prevention Needs
Assessment Survey Report
This report summarizes the findings
from the State of Oklahoma Prevention
Needs Assessment (OPNA) Survey that
was conducted during the spring of 2010
in grades 6, 8, 10, and 12. The results for
the State of Oklahoma are presented
along with comparisons to past years'
results for the State of Oklahoma. In
addition, the report contains important
information about the risk and
protective factor framework and
guidelines on how to interpret and
use the data.
The OPNA Survey is designed to
assess students involvement in a
specific set of problem behaviors, as well
as their exposure to a set of scientifically
validated risk and protective factors.
The risk and protective factors have
been shown to influence the
likelihood of academic success, school
dropout, substance abuse, violence,
and delinquency among youth.
Table 1 contains the characteristics of
the students from the State of
CONTENTS:
Introduction
How to Read the Charts
Charts and Tables in this Report
The OPNA and No Child Left
Behind
The Risk and Protective Factor
Model of Prevention
Building a Strategic Prevention
Framework
Tools for Assessment and
Planning
Data Charts:
• Substance Use and Antisocial
Behavior
• Sources of Alcohol and Places
of Alcohol Use
• Risk and Protective Factor
Profiles
Risk and Protective Factor Scale
Definitions
Data Tables
Contacts for Prevention
Introduction
3
There are five types of charts presented in this report:
1. Substance use charts
2. Antisocial behavior (ASB) charts
3. Sources of alcohol acquisition
4. Risk factor charts
5. Protective factor charts.
Data from the charts are also presented in Tables 3
through 10. Additional data found in Tables 11 and 12
are explained at the end of this section.
Understanding the Format of the Charts
There are several graphical elements common to all
the charts. Understanding the format of the charts and
what these elements represent is essential in
interpreting the results of the 2010 OPNA survey.
The Bars on substance use and antisocial behavior
charts represent the percentage of students in that
grade who reported a given behavior. The bars on
the risk and protective factor charts represent the
percentage of students whose answers reflect
significant risk or protection in that category. zz
Each set of differently colored bars represents one of
the last three administrations of the OPNA: 2006,
2008, and 2010. By looking at the percentages over
time, it is possible to identify trends in substance use
and antisocial behavior. By studying the percentage
of youth at risk and with protection over time, it is
possible to determine whether the percentage of
students at risk or with protection is increasing,
decreasing, or staying the same. This information is
important when deciding which risk and protective
factors warrant attention.
Dots and Diamonds provide points of comparison
to larger samples. The dots on the charts represent
the percentage of all of the youth surveyed across
Oklahoma who reported substance use, problem
behavior, elevated risk, or elevated protection. zz zz
For the 2010 OPNA Survey, there were 72,199
participants in grades 6, 8, 10, and 12, out of 181,546
enrolled, a participation rate of 39.8%. Please note that
the state dot represents the aggregate results of all
participating students rather than a random sample
of students. The fact that over 72,000 students across
the state participated in the OPNA make the state
dot a good estimate of the rates of ATOD use and
levels of risk and protective factors of youth in
Oklahoma. The survey results provide considerable
information for communities to use in planning
prevention services. zz zz zz zz zz zz zzzz zz zz zz
How to Read the Charts in this Report
The diamonds represent national data from either
the Monitoring the Future (MTF) Survey or the
Bach Harrison Norm. The Bach Harrison Norm
was developed by Bach Harrison L.L.C. to provide
states and communities with the ability to compare
their results on risk, protection, and antisocial
measures with more national measures. Survey
participants from eight statewide surveys and five
large regional surveys across the nation were
combined into a database of approximately 460,000
students. The results were weighted to make the
contribution of each state and region proportional
to its share of the national population. Bach
Harrison analysts then calculated rates for
antisocial behavior and for students at risk and
with protection. The results appear on the charts as
BH Norm. In order to keep the Bach Harrison
Norm relevant, it is updated approximately every
two years as new data become available. zz zz zz zz
A comparison to state-wide and national results
provides additional information for your
community in determining the relative importance
of levels of alcohol, tobacco and other drug
(ATOD) use, antisocial behavior, risk, and
protection. Information about other students in the
state and the nation can be helpful in determining
the seriousness of a given level of problem
behavior. Scanning across the charts, it is
important to observe the factors that differ the
most from the Bach Harrison Norm. This is the
first step in identifying the levels of risk and
protection that are higher or lower than those in
other communities. The risk factors that are higher
than the Bach Harrison Norm and the protective
factors that are lower than the Bach Harrison
Norm are probably the factors your community
should consider addressing when planning
prevention programs.
Lifetime & 30 Day ATOD Use Charts
There are two types of use measured on the ATOD
charts.
Ever-used is a measure of the percentage of students
who tried the particular substance at least once in their
lifetime and is used to show the percentage of students
who have had experience with a particular substance.
30-day use is a measure of the percentage of students
who used the substance at least once in the 30 days
prior to taking the survey and is a more sensitive
indicator of the level of current use of the substance.
4
How Ctoh aRretsa da nthde T Cahbalersts i nin t hthisis R Reeppoortrt (cont d)
The Safe and Drug Free Schools and Communities
section of the No Child Left Behind Act (NCLB) requires
that schools and communities use guidelines in choosing
and implementing federally funded prevention and
intervention programs. The results of the OPNA Survey
presented in this report can help your schools and
community comply with the NCLB Act in three ways:
1. Programs must be chosen based on objective data
about problem behaviors in the communities served.
The OPNA reports these data in the substance use
and antisocial behavior charts and tables presented
on the following pages.
2. NCLB-approved prevention programs can address
not only substance use and antisocial behavior
(ASB) outcomes, but also behaviors and attitudes
demonstrated to be predictive of the youth problem
behaviors. Risk and protective factor data from this
report provide valuable information for choosing
prevention programs.
3. Periodic evaluations of outcome measures must be
conducted to evaluate the efficacy of ongoing
programs. This report provides schools and
communities the ability to compare past and present
substance use and ASB data.
The OPNA and No Child Left Behind
(Students reporting no alcohol use are not
represented.) It is important to note that the charts
represent a subgroup of users and not the entire survey
population. Additionally, the smaller the sample, the
more dramatic the influence of a student's responses.
For example, if only one student in a particular grade
reported where he/she obtained alcohol, each category
would show up as either 0% or 100%. The chart legend
indicates the sample size for each grade surveyed to
help clarify the value of the data.
Risk and Protective Factor Charts
Risk and protective factor scales measure specific
aspects of a youth s life experience that predict
whether he/she will engage in problem behaviors. The
scales, defined in Table 2, are grouped into four
domains: community, family, school, and
peer/individual. The risk and protective factor charts
show the percentage of students at risk and with
protection for each of the scales.
Additional Tables in this Report
Table 11 contains information required by communities
with Drug Free Communities Grants, such as the
perception of the risks of ATOD use, perception of
parent and peer disapproval of ATOD use, past 30-day
use, and average age of first use.
Table 12 contains additional data for prevention
planning on the subjects of safety, violence, and gangs.
Problem Substance Use & ASB Charts
Problem substance use is measured in several ways:
binge drinking (five or more drinks in a row over the
last two weeks), use of one-half a pack or more of
cigarettes per day and youth indicating drinking alcohol
and driving or riding with a drinking driver. zzzzzz
Treatment needs scales show the percentage of
students in need of treatment for alcohol, drugs, and the
total in need of any treatment (either alcohol or drug).
The need for treatment is defined as students who have
used alcohol or drugs on 10 or more occasions in their
lifetime and marked at least three of the following items
specific to their drug or alcohol use in the past year:
spent more time using than intended; neglected some
of your usual responsibilities because of use; wanted
to cut down on use; others objected to your use; and
frequently thought about using, used alcohol or drugs
to relieve feelings such as sadness, anger, or boredom.
Antisocial behavior (ASB) is a measure of the
percentage of students who report any involvement
during the past year with the eight antisocial
behaviors listed in the charts.
Sources of Alcohol
This chart presents the percentage of students who
obtained alcohol from 12 specific sources during the past
year. The data focus on a subgroup of students who
indicated at least one means of obtaining alcohol.
5
Consistent recognition or reinforcement for
their efforts and accomplishments
Bonding confers a protective influence only when there
is a positive climate in the bonded community. Peers
and adults in these schools, families, and neighborhoods
must communicate healthy values and set clear
standards for behavior in order to ensure a protective
effect. For example, strong bonds to antisocial peers
would not be likely to reinforce positive behavior.
Research on risk and protective factors has
important implications for children s academic
success, positive youth development, and prevention
of health and behavior problems. In order to promote
academic success and positive youth development
and to prevent problem behaviors, it is necessary to
address the factors that predict these outcomes.
By measuring risk and protective factors in a
population, specific risk factors that are elevated and
widespread can be identified and targeted by
policies, programs, and actions shown to reduce
those risk factors and to promote protective factors.
Each risk and protective factor can be linked to
specific types of interventions that have been
shown to be effective in either reducing risk(s) or
enhancing protection(s). The steps outlined here
will help the State of Oklahoma make key decisions
regarding allocation of resources, how and when to
address specific needs, and which strategies are
most effective and known to produce results.
In addition to helping assess current conditions and
prioritize areas of greatest need, data from the
Oklahoma Prevention Needs Assessment Survey can
be a powerful tool in applying for and complying
with several federal programs outlined later in this
report, such as the Strategic Prevention Framework
process and the No Child Left Behind Act.
Prevention is a science. The Risk and Protective
Factor Model of Prevention is a proven way of
reducing substance abuse and its related
consequences. This model is based on the simple
premise that to prevent a problem from happening,
we need to identify the factors that increase the risk of
that problem developing and then find ways to reduce
the risks. Just as medical researchers have found risk
factors for heart disease such as diets high in fat, lack
of exercise, and smoking; a team of researchers at the
University of Washington have defined a set of risk
factors for youth problem behaviors.
Risk factors are characteristics of school, community
and family environments, and of students and their
peer groups known to predict increased likelihood of
drug use, delinquency, school dropout, and violent
behaviors among youth. For example, children who
live in disorganized, crime-ridden neighborhoods are
more likely to become involved in crime and drug use
than children who live in safe neighborhoods.
The chart below shows the links between the 19
risk factors and six problem behaviors. The check
marks indicate where at least two well designed,
published research studies have shown a link
between the risk factor and the problem behavior.
Protective factors exert a positive influence and
buffer against the negative influence of risk, thus
reducing the likelihood that adolescents will engage
in problem behaviors. Protective factors identified
through research include strong bonding to family,
school, community, and peers; and healthy beliefs
and clear standards for behavior. Protective
bonding depends on three conditions:
Opportunities for young people to actively
contribute
Skills to be able to successfully contribute
SOURCE: COMMUNITIES THAT CARE (CTC) PREVENTION MODEL, CENTER FOR SUBSTANCE ABUSE PREVENTION (CSAP), SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION (SAMSHA)
The Risk and Protective Factor Model of Prevention
T T T T T T T T T T T T T T T T T T T
T T T T T T T T T T T T T T T T T T T
T T T T T T T T T T
T T T T T T T T T T T T
T T T T T T T T T T T T T T T T
Risk
Factors
Favorable Parent
Attitudes & Involvement
in the Problem Behavior
Community Family School Peer / Individual
Community Laws & Norms
Favorable Toward Drug
Use, Firearms & Crime
Constitutional Factors
Gang Involvement
Favorable Attitudes
Toward Drug Use & Other
Problem Behaviors
Friends Who Use
Drugs & Engage in
Problem Behaviors
Alienation &
Rebelliousness
Early & Persistent
Antisocial Behavior
Early Initiation of
Drug Use & Other
Problem Behaviors
Lack of Commitment to
School
Academic Failure
Community
Disorganization
Low Neighborhood
Attachment
Transitions & Mobility
Availability of Drugs &
Firearms
Family Management
Problems
Family Conflict
Family History of the
Problem Behavior
Extreme Economic &
Social Deprivation
School Drop-Out
Violence
Substance Abuse
Delinquency
Teen Pregnancy
6
Building a Strategic Prevention Framework
conducted during Step 1. The plan should address the priority needs, build on identified
resources/strengths, set measurable objectives, and identify how progress will be monitored. Plans
should be adjusted with ongoing needs assessment and monitoring activities.
The OPNA is an important data source for the Substance Abuse and Mental Health Services Administration
(SAMHSA) Center for Substance Abuse Prevention (CSAP) Strategic Prevention Framework (SPF). CSAP created the
SPF model to guide states and communities in creating planned, data-driven, effective, and sustainable prevention
programs. Each part represents an interdependent element of the ongoing process of prevention coordination.
Assessment: Profile Population Needs, Resources, and Readiness to Address the Problems and Gaps in
Service Delivery. The SPF begins with an assessment of the needs in the community that is based on data. The
Oklahoma State Epidemiological Outcomes Workgroup (SEOW) has compiled data from several sources to aid in
the needs assessment process. One of the primary sources of needs
assessment data is this Prevention Needs Assessment Survey
(PNA). While planning prevention services, communities are
urged to collect and use multiple data sources, including
archival and social indicators, assessment of existing
resources, key informant interviews, and community
readiness. The OPNA results presented in this
Profile Report will help you to identify
needs for prevention services.
OPNA data include adolescent
substance use, anti-social
behavior, and many of the risk
and protective factors that
predict adolescent problem
behaviors.
Capacity: Mobilize and/orzzzzz
Build Capacity to Addresszz
Needs. Engagement of key
stakeholders at the State and community
levels is critical to plan and implement
successful prevention activities that will
be sustained over time. Some of the key
tasks to mobilize the state and communities
are to work with leaders and stakeholders to
build coalitions, provide training, leverage
resources, and help sustain prevention
activities.
strategic plan that articulates not only a vision for the prevention activities, but also strategies for
organizing and implementing prevention efforts. The strategic plan should be based on the assessments
Planning: Develop a Comprehensive Strategic Plan. States and communities should develop a
7
Building a Strategic Prevention Framework (cont d)
Implementation: Implement Evidence-based Prevention Programs and Infrastructure Development
Activities. By measuring and identifying the risk factors and other causal factors that contribute to the
targeted problems specified in your strategic plan, programs can be implemented that will reduce the
prioritized substance abuse problems. After completing Steps 1, 2, and 3, communities will be able to choose
prevention strategies that have been shown to be effective, are appropriate for the population served, can be
implemented with fidelity, are culturally appropriate, and can be sustained over time. The Western Center for
the Application of Prevention Technology has developed an internet tool located at
http://casat.unr.edu/bestpractices/search.php for identifying Best Practice Programs. Another resource for
evidence-based prevention practices is SAMHSA s National Registry of Evidence-based Programs and
Practices www.nrepp.samhsa.gov.
Evaluation: Monitor Process, Evaluate Effectiveness, Sustain Effective Programs/Activities, and
Improve or Replace Those That Fail. Finally, ongoing monitoring and evaluation are essential to determine
if the desired outcomes are achieved, assess service delivery quality, identify successes, encourage needed
improvement, and promote sustainability of effective policies, programs, and practices. The OPNA allows
communities to monitor levels of ATOD use, antisocial behavior, risk, and protection.
Sustainability and Cultural Competence: Incorporate principles of cultural competence and sustainability
in each of the five elements. At the center of the SPF model, sustainability and cultural competence play a
key role in assessment, capacity appraisal, planning, implementation and evaluation, ensuring successful,
long lasting prevention programs.
Sustainability is accomplished by utilizing a comprehensive approach. States and communities
should plan adaptive, flexible programs around a variety of resources, funding, and organizations. An
inclusive design helps build sustainable programs and achieve sustainable outcomes. A strategic plan
that dynamically responds to changing issues, data, priorities, and resources is more likely to achieve
long term results.
Sharing information gathered during the evaluation stage with key stakeholders, forging partnerships
and encouraging creative collaboration all enhance sustainability.
Cultural competence recognizes unique needs, styles, values and beliefs of the recipients of
prevention efforts. Culturally competent prevention strategies use interventions, evaluations and
communication strategies appropriate to their intended community. Cultural issues reflect a range of
influences and are not just a matter of ethnic or racial identity. Learning to communicate with
audiences from diverse geographic, cultural, economic, social, and linguistic backgrounds can increase
program efficacy and ensure sustainable results.
Whether enlisting extended family networks as a prevention resource for single parent households, or
ensuring there are resources available to bridge language gaps, cultural competency will help you
recognize differences in prevention needs and tailor prevention approaches accordingly.
A one-size-fits-all program is less effective than a program that draws on community-based values,
traditions, and customs and works with knowledgeable people from the community to develop focused
interventions, communication, and support.
8
Prioritize problems for your area according to
the issues you ve identified. Which can be
realistically addressed with the funding available
to your community? Which problems fit best
with the prevention resources at hand?
Determine the standards and values held
within your community. For example: Is it
acceptable in your community for a percentage
of high school students to drink alcohol regularly
as long as that percentage is lower than the
overall state rate?
Use these data for planning.
Once priorities are established, use data to guide
your prevention efforts.
Substance use and antisocial behavior data are
excellent tools to raise awareness about the
problems and promote dialogue.
Risk and protective factor data can be used to
identify exactly where the community needs to
take action.
Promising approaches for any prevention goal
are available for through resources listed on the
last page of this report. These contacts are a
great resource for information about programs
that have been proven effective in addressing
the risk factors that are high in your community,
and improving the protective factors that are
low.
What are the numbers telling you?
Review the charts and data tables presented in this
report. Note your findings as you discuss the
following questions.
Which 3-5 risk factors appear to be higher than
you would want when compared to the Bach
Harrison Norm?
Which 3-5 protective factors appear to be lower
than you would want when compared to the
Bach Harrison Norm?
Which levels of 30-day drug use are increasing
and/or unacceptably high? Which substances are
your students using the most? At which grades
do you see unacceptable usage levels?
Which antisocial behaviors are increasing
and/or unacceptably high? Which behaviors are
your students exhibiting the most? At which
grades do you see unacceptable behavior levels?
How to identify high priority problem areas
Once you have familiarized yourself with the data,
you can begin to identify priorities.
Look across the charts for items that stand out
as either much higher or much lower than the
others.
Compare your data with statewide, and/or
national data. Differences of 5% between local
and other data are probably significant.
Tools for Assessment and Planning
6th grd Fav. Attitude to
Drugs (Peer/Indiv. Scale)
@ 15% (8% > 8-state av.)
10th grd - Rewards for
prosocial involvm. (School Domain)
40% (down 5% from 2 yrs
ago & 16% below state av.)
8th grd Binge Drinking@13%
(5% above state av.)
12th grd - Drunk/High at School
@ 21%
( about same as state,
but remains a priority.)
30-day
Substance
Abuse
Risk
Factors
Protective
Factors
Antisocial
Behavior
Sample Priority Rate 1 Priority Rate 2 Priority Rate 3
9
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
MTF does not survey 6th graders.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 6
Ever Used 30-Day Use
10
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 8
Ever Used 30-Day Use
11
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 10
Ever Used 30-Day Use
12
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
* MTF has no equivalent for Other Stimulants, Prescription Drugs or Over-the-Counter Drugs.
Substance Use and Antisocial Behavior
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
Alcohol
Cigarettes
Chewing Tobacco
Marijuana
Inhalants
Hallucinogens
Cocaine
Methamphetamines
Other Stimulants
Heroin or Other
Opiates
Sedatives
Ecstasy
** Prescription
Drugs
** Over-the-Counter
Drugs
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF
LIFETIME & 30 DAY ATOD USE
2010 State of Oklahoma Student Survey, Grade 12
Ever Used 30-Day Use
13
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use ct* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
aegory are Monitoring the Future values.
MTF does not survey 6th graders.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 6
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
14
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 8
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
15
** State represents the aggregate results of all OPNA participants rather than a random sample
** National Comparison data for Problem se category are Monitoring the Future values. MTF does not survey 6th graders.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 10
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
16
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** National Comparison data for Problem Use category are Monitoring the Future values.
* National Comparison data for Antisocial Behavior category are Bach Harrison Norm values.
Substance Use and Antisocial Behavior
Binge Drinking in
the Past 2 weeks
1/2 Pack of
Cigarettes/Day
Needs Alcohol
Treatment
Needs Drug
Treatment
Needs Alc and/or
Drug Treatment
DRIVE a car when
you had been
drinking alcohol?
RIDE in a car
driven by someone
drinking alcohol?
Suspended
from School
Drunk or High
at School
Sold Illegal Drugs
Stolen a Vehicle
Been Arrested
Attacked Someone
w/ Idea of Seriously
Hurting Them
Carried a Handgun
Handgun to School
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006 State 2008 State 2010 MTF**/BH Norm
PROBLEM SUBSTANCE USE & ANTISOCIAL BEHAVIOR
2010 State of Oklahoma Student Survey, Grade 12
Problem Use** Antisocial Behavior Past Year
Driving & Alcohol
Treatment Needs Past Year Past 30 Days
17
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 1,309
Places sample: 1,248
State 2008
Sources sample: 1,997
Places sample: 1,881
State 2010
Sources sample: 2,620
Places sample: 3,061
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 6
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
18
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 2,998
Places sample: 3,026
State 2008
Sources sample: 4,658
Places sample: 4,679
State 2010
Sources sample: 5,962
Places sample: 6,635
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 8
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
19
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 4,627
Places sample: 4,622
State 2008
Sources sample: 6,370
Places sample: 6,178
State 2010
Sources sample: 7,197
Places sample: 7,368
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 10
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
20
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample.
** In the case of smaller sample sizes, caution should be exercised before generalizing results to the entire community. *
* I got it from a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sources of Alcohol and Places of Alcohol Use
I bought it myself
with a fake ID
I bought it myself
without a fake ID
I got it from someone
I know age 21 or older
I got it from someone
I know under age 21
I got it from my
brother or sister
I got it from home with
my parents' permission
I got it from home
without my parents'
permission
I got it from
another relative
A stranger bought
it for me
I took it from
a store or shop
I got it at a bar
or restaurant
Other
At your home.
At friends houses
At a school dance,
game, or event
At school
during the day
Near school
In a car
At a party
At a park or beach
At a bar or restaurant
0
10
20
30
40
50
60
70
80
90
100
Percentage (%)
State 2006
Sources sample: 4,226
Places sample: 4,081
State 2008
Sources sample: 5,768
Places sample: 5,537
State 2010
Sources sample: 6,322
Places sample: 6,411
STUDENT ALCOHOL USE
2010 State of Oklahoma Student Survey, Grade 12
If you drank ALCOHOL in the last year, how did
you USUALLY get it? (Choose all that apply.)
During the last 12 months, how often (if ever) have
you used ALCOHOL in each of the following places?
21
* I got it from a partyor froma kegis new for 2010 OPNA.
** Sources of alcohol were not measured priorto 2008.
** Sample size represents the number of youth who obtained alcool from atleast one source. Studentsindicting they did ot drink acohol
in the past year are not included in the sample.
* In the case of smallr sample sizes, cautionshould bexercised beforegeneralizing rults to the entire community.
Risk and Protective Factor Profiles
tate represents the aggregate resultsof all OPNA participants rather than a random sample of students.
High Risk youth are defined as the percentage ofstudentswh have more thana specified numbr of risk factors operating in their lives. * (6th grade: 7 or more risk factors, 8th grade: 8 r more risk factors, 10th and 12th grades: 9 or mor risk factors.)
* Since not all states use the same cales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 6
Community Family School Peer/Individual Total
22
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 6
Community Family School Peer/Individual Total
23
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 8
Community Family School Peer/Individual Total
24
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 8
Community Family School Peer/Individual Total
25
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 10
Community Family School Peer/Individual Total
26
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 10
Community Family School Peer/Individual Total
27
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives.
* (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th and 12th grades: 9 or more risk factors.)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk.
Low Neighborhood
Attachment
Community
Disorganization
Laws & Norms
Favorable to Drug Use
Perceived Availability
of Drugs
Perceived Availability
of Handguns
Poor Family
Management
Family Conflict
Family History
of Antisocial Behavior
Parental Attitudes
Favorable to ASB
Parental Attitudes
Favorable to Drug Use
Academic Failure
Low Commitment
to School
Rebelliousness
Early Initiation
of ASB
Early Initiation
of Drug Use
Attitudes Favorable
to ASB
Attitudes Favorable
to Drug Use
Perceived Risk
of Drug Use
Interaction with
Antisocial Peers
Friend's Use of Drugs
Rewards for ASB
Depressive Symptoms
Gang Involvement
Intention to Use Drugs
**Students at High Risk
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth at risk
State 2006 State 2008 State 2010 BH Norm
RISK PROFILE
2010 State of Oklahoma Student Survey, Grade 12
Community Family School Peer/Individual Total
28
Risk and Protective Factor Profiles
** State represents the aggregate results of all OPNA participants rather than a random sample of students.
** High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives.
* *(6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective factors)
* Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Family Attachment
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Opportunities
for Prosocial
Involvement
Rewards
for Prosocial
Involvement
Religiosity
Belief in the
Moral Order
Interaction with
Prosocial Peers
Prosocial
Involvement
Rewards
for Prosocial
Involvement
**Students with
High Protection
0
10
20
30
40
50
60
70
80
90
100
Percentage (%) of youth with protection
State 2006 State 2008 State 2010 BH Norm
PROTECTIVE PROFILE
2010 State of Oklahoma Student Survey, Grade 12
Community Family School Peer/Individual Total
29
1 Low Neighborhood Attachment Research has shown that youth who don't like the neighborhoods in which they live are more likely to become
involved in juvenile crime and drug selling.
1
1 Community Disorganization Research has shown that neighborhoods with high population density, lack of natural surveillance of public places,
physical deterioration, and high rates of adult crime also have higher rates of juvenile crime and drug selling.
1
1 Laws and Norms Favorable
Toward Drug Use
Research has shown that legal restrictions on alcohol and tobacco use, such as raising the legal drinking age, restricting
smoking in public places, and increased taxation have been followed by decreases in consumption. Moreover, national
surveys of high school seniors have shown that shifts in normative attitudes toward drug use have preceded changes in
prevalence of use.
1
1 Perceived Availability of Drugs
and Handguns
The availability of cigarettes, alcohol, marijuana, and other illegal drugs has been related to the use of these substances
by adolescents. The availability of handguns is also related to a higher risk of crime and substance use by adolescents.
1 Opportunities for Prosocial
Involvement
When opportunities are available in a community for positive participation, children are less likely to engage in
substance use and other problem behaviors.
1 Rewards for Prosocial
Involvement
Rewards for positive participation in activities helps youth bond to the community, thus lowering their risk for
substance use.
1 Poor Family Management Parents use of inconsistent and/or unusually harsh or severe punishment with their children places them at higher risk
for substance use and other problem behaviors. Also, parents failure to provide clear expectations and to monitor their
children s behavior makes it more likely that they will engage in drug abuse whether or not there are family drug
problems.
1 Family Conflict Children raised in families high in conflict, whether or not the child is directly involved in the conflict, appear at risk
for both delinquency and drug use.
1 Family History of Antisocial
Behavior
When children are raised in a family with a history of problem behaviors (e.g., violence or ATOD use), the children are
more likely to engage in these behaviors.
1 Parental Attitudes Favorable
Toward Antisocial Behavior &
Drugs
In families where parents use illegal drugs, are heavy users of alcohol, or are tolerant of children s use, children are
more likely to become drug abusers during adolescence. The risk is further increased if parents involve children in
their own drug (or alcohol) using behavior, for example, asking the child to light the parent s cigarette or get the parent
a beer from the refrigerator.
1 Family Attachment Young people who feel that they are a valued part of their family are less likely to engage in substance use and other
problem behaviors.
1 Opportunities for Prosocial
Involvement
Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities
of the family are less likely to engage in drug use and other problem behaviors.
1 Rewards for Prosocial
Involvement
When parents, siblings, and other family members praise, encourage, and attend to things done well by their child,
children are less likely to engage in substance use and problem behaviors.
1 Academic Failure Beginning in the late elementary grades (grades 4-6) academic failure increases the risk of both drug abuse and
delinquency. It appears that the experience of failure itself, for whatever reasons, increases the risk of problem
behaviors.
1 Low Commitment to School Surveys of high school seniors have shown that the use of drugs is significantly lower among students who expect to
attend college than among those who do not. Factors such as liking school, spending time on homework, and
perceiving the coursework as relevant are also negatively related to drug use.
Community Domain Protective Factors
Family Domain Risk Factors
Family Domain Protective Factors
School Domain Risk Factors
Table 2. Scales that Measure the Risk and Protective Factors Shown in the Profiles
Community Domain Risk Factors
Risk and Protective Scale Definitions
30
Risk and Protective Scale Definitions
1 Opportunities for Prosocial
Involvement
When young people are given more opportunities to participate meaningfully in important activities at school, they are
less likely to engage in drug use and other problem behaviors.
1
1 Rewards for Prosocial
Involvement
When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in
substance use and other problem behaviors.
1 Rebelliousness Young people who do not feel part of society, are not bound by rules, don t believe in trying to be successful or
responsible, or who take an active rebellious stance toward society, are at higher risk of abusing drugs. In addition,
high tolerance for deviance, a strong need for independence and normlessness have all been linked with drug use.
1
1 Early Initiation of Antisocial
Behavior and Drug Use
Early onset of drug use predicts misuse of drugs. The earlier the onset of any drug use, the greater the involvement in
other drug use and the greater frequency of use. Onset of drug use prior to the age of 15 is a consistent predictor of
drug abuse, and a later age of onset of drug use has been shown to predict lower drug involvement and a greater
probability of discontinuation of use.
1 Attitudes Favorable Toward
Antisocial Behavior and
Drug Use
During the elementary school years, most children express anti-drug, anti-crime, and pro-social attitudes and have
difficulty imagining why people use drugs or engage in antisocial behaviors. However, in middle school, as more youth
are exposed to others who use drugs and engage in antisocial behavior, their attitudes often shift toward greater
acceptance of these behaviors. Youth who express positive attitudes toward drug use and antisocial behavior are more
likely to engage in a variety of problem behaviors, including drug use.
1 Intention to Use ATODs Many prevention programs focus on reducing the intention of participants to use ATODs later in life. Reduction of
intention to use ATODs often follows successful prevention interventions.
1 Perceived Risk of Drug Use Young people who do not perceive drug use to be risky are far more likely to engage in drug use.
1 Interaction with Antisocial Peers Young people who associate with peers who engage in problem behaviors are at higher risk for engaging in antisocial
behavior themselves.
1 Friends' Use of Drugs Young people who associate with peers who engage in alcohol or substance abuse are much more likely to engage in
the same behavior. Peer drug use has consistently been found to be among the strongest predictors of substance use
among youth. Even when young people come from well-managed families and do not experience other risk factors,
spending time with friends who use drugs greatly increases the risk of that problem developing.
1
1 Rewards for Antisocial Behavior Young people who receive rewards for their antisocial behavior are at higher risk for engaging further in antisocial
behavior and substance use.
1 Depressive Symptoms Young people who are depressed are overrepresented in the criminal justice system and are more likely to use drugs.
Survey research and other studies have shown a link between depression and youth problem behaviors.
1 Gang Involvement Youth who belong to gangs are more at risk for antisocial behavior and drug use.
1 Belief in the Moral Order Young people who have a belief in what is right or wrong are less likely to use drugs.
1 Religiosity Young people who regularly attend religious services are less likely to engage in problem behaviors.
1 Interaction with Prosocial Peers Young people who associate with peers who engage in prosocial behavior are more protected from engaging in
antisocial behavior and substance use.
1 Prosocial Involvement Participation in positive school and community activities helps provide protection for youth.
1 Rewards for Prosocial
Involvement
Young people who are rewarded for working hard in school and the community are less likely to engage in problem
behavior.
Peer-Individual Protective Factors
Peer-Individual Risk Factors
Table 2. Scales that Measure the Risk and Protective Factors Shown in the Profiles
School Domain Protective Factors
31
Data Tables
Table 3. Number of Students Who Completed the Survey
State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF
12,140 18,969 23,561 n/a 11,739 16,682 21,220 n/a 11,042 14,435 15,984 n/a 7,847 10,634 11,434 n/a
Table 4. Percentage of Students Who Used ATODs During Their Lifetime
State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF State
2006
State
2008
State
2010* MTF
Alcohol
had alcoholic beverages (beer, wine
or hard liquor) to drink - more than
just a few sips?
27.7 28.1 27.9 n/a 51.2 50.8 48.0 36.6 66.9 67.1 63.6 59.1 76.3 75.5 74.0 72.3
Cigarettes smoked cigarettes? 16.8 14.7 14.3 n/a 33.9 31.4 28.9 20.1 45.2 44.4 40.8 32.7 52.7 52.7 51.1 43.6
Chewing Tobacco
used smokeless tobacco (chew,
snuff, plug, dipping tobacco,
chewing tobacco)?
7.9 7.3 7.9 n/a 16.1 15.9 15.0 9.6 21.8 23.2 23.6 15.2 26.1 26.8 28.8 16.3
Marijuana used marijuana (grass, pot) or
hashish (hash, hash oil)? 3.0 3.0 3.6 n/a 13.7 13.5 14.5 15.7 26.6 25.6 27.4 32.3 35.3 32.8 35.4 42.0
Inhalants
sniffed glue, breathed the contents of
an aerosol spray can, or inhaled other
gases or sprays, in order to get high?
10.3 11.7 11.4 n/a 12.8 15.1 14.2 14.9 10.6 12.3 11.4 12.8 8.4 9.4 9.2 9.5
Hallucinogens used LSD or other hallucinogens? 0.4 0.6 0.7 n/a 1.5 1.8 2.0 1.7 3.7 4.1 4.2 3.0 5.1 5.2 6.1 3.1
Cocaine used cocaine or crack? 0.8 0.9 0.9 n/a 1.7 2.3 1.9 2.6 4.3 4.1 3.0 4.6 6.8 6.1 5.0 6.0
Methamphetamines used methamphetamines (meth,
speed, crank, crystal meth)? 0.4 0.6 0.6 n/a 1.7 1.5 1.3 1.6 3.5 2.7 2.5 2.8 4.8 4.0 3.2 2.4
Other Stimulants
used stimulants, other than
methamphetamines (such as
amphetamines, Ritalin, Dexedrine)
without a doctor telling you to?
1.1 1.2 1.1 n/a 3.4 3.4 3.2 n/a 7.6 6.9 6.5 n/a 8.9 8.0 8.6 n/a
Heroin or Other
Opiates used heroin or other opiates? 0.3 0.5 0.4 n/a 0.7 1.0 1.0 1.3 1.5 1.4 1.6 1.5 1.8 2.2 2.3 1.2
Sedatives
used sedatives (tranquilizers, such
as Valium or Xanax, barbituates or
sleeping pills) without a doctor telling
you to take them?
5.0 5.3 4.6 n/a 9.5 11.2 9.8 9.5 16.5 17.1 14.3 13.0 19.5 18.4 16.6 12.7
Ecstasy used MDMA ( X , E , or ecstasy)? 0.3 0.4 0.5 n/a 1.7 2.0 2.2 2.2 4.1 4.0 5.0 5.5 5.7 5.8 7.3 6.5
Prescription
Drugs**
used prescription drugs (such as
Valium, Xanax, Ritalin, Adderall,
OxyContin, or sleeping pills) without
a doctor telling you to take them?
n/a 5.5 4.3 n/a n/a 13.1 10.8 n/a n/a 20.6 18.0 n/a n/a 22.7 21.9 n/a
Over-the-Counter
Drugs**
used a non-prescription cough or
cold medicine (robos, DXM, etc.) to
get high and not for medical reasons?
n/a 2.8 2.2 n/a n/a 6.3 5.6 n/a n/a 8.5 8.4 n/a n/a 8.4 9.0 n/a
*
**
MTF has no equivalent for Other Stimulants, Prescription Drugsor Over-the-Counter Drugs. MTF does not survey 6th graders.
Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Grade 10
Grade 10
Number of Youth
In your lifetime, on how many occasions
(if any) have you (One or more occasions)
Grade 12
Grade 12
Grade 6
Grade 6
Grade 8
Grade 8
32
Data Tables
State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF State
2006
State
2008
State
2010*
MTF
Alcohol
had alcoholic beverages (beer, wine
or hard liquor) to drink - more than
just a few sips?
6.0 8.4 8.8 n/a 19.4 23.4 21.2 14.9 34.4 35.6 32.4 30.4 45.7 45.9 42.9 43.5
Cigarettes smoked cigarettes? 3.4 3.0 3.0 n/a 10.6 10.3 9.6 6.5 18.4 18.5 17.1 13.1 24.6 25.0 23.4 20.1
Chewing Tobacco
used smokeless tobacco (chew,
snuff, plug, dipping tobacco,
chewing tobacco)?
2.4 2.2 2.6 n/a 6.7 6.8 6.8 3.7 9.9 12.0 11.7 6.5 12.0 13.7 14.2 8.4
Marijuana used marijuana (grass, pot) or
hashish (hash, hash oil)? 1.0 1.1 1.5 n/a 5.6 6.2 7.0 6.5 12.2 11.6 13.3 15.9 14.8 13.8 16.3 20.6
Inhalants
sniffed glue, breathed the contents of
an aerosol spray can, or inhaled other
gases or sprays, in order to get high?
3.7 4.9 4.7 n/a 4.5 5.8 5.3 3.8 2.9 3.1 2.7 2.2 1.2 1.8 1.6 1.2
Hallucinogens used LSD or other hallucinogens? 0.1 0.1 0.2 n/a 0.4 0.7 0.7 0.5 0.9 1.3 1.3 0.5 0.9 1.3 1.5 0.5
Cocaine used cocaine or crack? 0.3 0.4 0.4 n/a 0.4 0.7 0.8 0.8 1.0 1.1 0.7 0.9 1.4 1.2 1.0 1.3
Methamphetamines used methamphetamines (meth,
speed, crank, crystal meth)? 0.1 0.2 0.2 n/a 0.4 0.5 0.5 0.5 1.0 0.8 0.7 0.6 1.0 0.8 0.8 0.5
Other Stimulants
used stimulants, other than
methamphetamines (such as
amphetamines, Ritalin, Dexedrine)
without a doctor telling you to?
0.4 0.4 0.4 n/a 1.3 1.5 1.4 n/a 3.0 2.9 2.8 n/a 3.0 2.8 3.0 n/a
Heroin or Other
Opiates used heroin or other opiates? 0.1 0.2 0.2 n/a 0.2 0.3 0.4 0.4 0.5 0.5 0.5 0.4 0.4 0.7 0.7 0.4
Sedatives
used sedatives (tranquilizers, such
as Valium or Xanax, barbituates or
sleeping pills) without a doctor telling
you to take them?
1.7 2.3 1.8 n/a 4.4 5.5 4.6 2.5 7.9 8.2 6.3 3.9 8.6 8.2 6.9 4.2
Ecstasy used MDMA ( X , E , or ecstasy)? 0.1 0.2 0.3 n/a 0.6 0.8 0.8 0.6 1.1 1.4 1.6 1.3 1.1 1.8 1.4 1.8
Prescription
Drugs**
used prescription drugs (such as
Valium, Xanax, Ritalin, Adderall,
OxyContin, or sleeping pills) without
a doctor telling you to take them?
n/a 2.5 1.8 n/a n/a 6.6 5.2 n/a n/a 10.0 8.1 n/a n/a 10.5 9.6 n/a
Over-the-Counter
Drugs**
used a non-prescription cough or
cold medicine (robos, DXM, etc.) to
get high and not for medical reasons?
n/a 1.3 1.0 n/a n/a 3.1 2.6 n/a n/a 3.6 3.3 n/a n/a 2.8 2.4 n/a
*
**
Table 5. Percentage of Students Who Used ATODs During the Past 30 Days
Grade 6 Grade 8 In the past 30 days, on how many occasions
(if any) have you (One or more occasions)
Grade 12
MTF has no equivalent for Other Stimulants, Prescription Drugsor Over-the-Counter Drugs . MTF does not survey 6th graders.
Grade 10
Questions asking about Prescription Drugs and Over-the-Counter Drugs were not on the 2006 OPNA.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
33
Data Tables
Table 6. Percentage of Students With Problem ATOD Use
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
Binge Drinking 5.0 4.9 5.4 n/a 13.0 13.3 12.5 7.8 22.8 21.8 20.1 17.5 31.8 29.6 28.0 25.2
1/2 Pack of
Cigarettes/Day 0.2 0.2 0.3 n/a 0.8 0.9 1.6 1.0 1.7 2.1 3.8 2.4 3.0 3.5 6.7 5.0
Drinking and
Driving n/a 1.9 1.8 3.9 n/a 4.2 4.0 4.2 n/a 8.8 7.4 7.4 n/a 19.8 16.7 16.6
Riding with a
Drinking Driver n/a 20.5 19.8 20.7 n/a 25.5 24.0 24.9 n/a 27.3 24.8 26.3 n/a 29.4 27.0 27.5
Needs Alcohol
Treatment 1.1 0.9 0.7 n/a 5.6 4.6 3.2 n/a 12.1 9.8 5.4 n/a 15.2 13.2 5.3 n/a
Needs Drug
Treatment 0.5 0.4 0.4 n/a 3.3 2.6 2.9 n/a 6.9 5.4 5.9 n/a 7.5 6.6 7.1 n/a
Needs Alcohol
and/or Drug
Treatment
1.5 1.1 1.0 n/a 7.8 5.7 5.1 n/a 16.0 12.0 9.4 n/a 19.1 15.5 10.4 n/a
Table 7. Percentage of Students With Antisocial Behavior
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
10.8 10.8 11.6 13.0 13.1 15.0 14.1 15.1 10.2 11.7 10.8 12.6 6.2 7.2 7.2 9.2
3.0 3.2 4.2 3.9 8.6 9.6 10.0 7.5 15.2 15.6 15.9 15.0 17.5 17.8 17.8 17.7
0.7 0.7 1.4 2.1 3.0 3.5 3.9 2.5 6.0 7.1 7.3 6.5 6.6 7.8 8.7 7.8
1.9 1.7 2.2 2.9 3.0 3.2 3.2 2.3 3.0 3.2 3.0 2.6 1.5 2.3 2.3 1.9
3.0 2.5 3.6 3.7 6.0 6.6 5.9 5.2 7.0 7.6 6.7 6.7 5.4 6.5 7.0 6.1
14.8 15.3 16.0 12.7 17.3 18.0 16.6 16.0 15.1 16.8 14.0 15.1 11.1 13.4 12.3 11.9
5.2 4.9 5.1 5.7 5.7 6.0 5.5 4.8 4.8 6.3 5.7 5.2 4.2 6.4 6.2 5.2
0.5 0.5 0.8 1.3 0.9 0.9 1.0 0.8 0.8 1.0 1.1 0.9 0.9 1.4 1.3 1.0
*
Grade 8 Grade 12
Sold Illegal Drugs
Carried a Handgun
Grade 6 Grade 10
Grade 6 Grade 8 Grade 10 Grade 12
Problem Use
Treatment Needs
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Carried a Handgun to School
Been Drunk or High at School
How many times in the past year
(12 months) have you:
(One or more times)
Been Suspended from School
Attacked Someone with the Idea
of Seriously Hurting Them
Been Arrested
Stolen or Tried to Steal a Motor Vehicle
1) Spent more time using than intended
2) Neglected some of your usual
responsibilities because of use
3) Wanted to cut down on use
4) Others objected to your use
5) Frequently thought about using
6) Used alcohol or drugs to relieve feelings
How many times have you had 5 or more
alcoholic drinks in a row in the past
2 weeks? (One or more times)
During the past 30 days, how many
cigarettes did you smoke per day?
(11 to 20 cigarettes, More than 20 cigarettes)
Students who have used alcohol or drugs
on 10 or more occasions in their lifetime
and marked 3 or more of the following 6 items
related to their past year drug or alcohol use:
Alcohol and Driving
During the past 30 days, how many times
did you DRIVE a car or other vehicle when
you had been drinking alcohol?
During the past 30 days, how many times
did you RIDE in a car or other vehicle driven
by someone who had been drinking alcohol?
34
Data Tables
Table 8. Student Alcohol Use
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
1,309 1,997 2,620 2,998 4,658 5,962 4,627 6,370 7,197 4,226 5,768 6,322
1.5 3.2 4.5 1.2 2.1 2.7 1.1 1.7 2.7 2.6 2.8 3.5
1.4 3.6 4.4 1.9 2.7 3.4 4.6 5.6 6.6 8.1 8.4 10.6
23.0 30.1 31.9 36.2 39.9 41.5 49.7 55.7 54.8 62.5 66.3 68.5
12.1 16.2 16.8 23.2 28.6 26.4 30.9 31.5 31.5 24.6 24.8 27.2
7.5 10.5 11.0 9.9 11.6 12.0 10.5 12.2 12.2 9.8 10.7 12.0
25.4 26.1 29.2 20.5 23.3 23.1 15.6 17.6 19.4 12.6 15.1 17.4
14.6 19.6 22.3 18.2 23.6 28.5 13.1 18.4 21.1 7.2 9.9 13.2
12.8 15.1 16.6 13.6 16.4 16.9 9.8 13.2 14.2 7.7 10.3 11.6
2.5 4.1 3.9 2.7 4.2 4.1 5.9 6.1 6.9 6.7 6.9 8.3
2.1 3.8 2.8 2.0 2.6 2.4 1.3 2.0 2.5 1.3 1.9 2.4
n/a n/a 4.4 n/a n/a 3.3 n/a n/a 3.8 n/a n/a 7.4
36.7 34.3 32.2 25.9 27.0 29.0 21.5 23.7 25.8 17.3 21.0 20.5
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
1,248 1,881 3,061 3,026 4,679 6,635 4,622 6,178 7,368 4,081 5,537 6,411
68.0 67.7 63.0 62.2 64.1 63.3 56.2 58.8 57.7 57.3 58.2 57.3
41.2 45.1 44.6 62.0 67.1 64.5 74.8 80.0 77.6 81.7 85.2 83.7
10.3 13.3 15.7 13.8 16.7 18.8 20.9 20.0 20.7 21.3 22.1 20.8
3.1 6.4 6.5 7.2 9.3 10.7 10.2 13.0 13.8 11.2 13.5 11.5
7.7 12.1 12.6 11.6 15.3 17.1 15.8 19.2 19.0 17.1 19.7 17.9
14.3 19.7 19.0 25.5 29.7 29.9 37.0 40.6 42.0 41.3 45.2 46.1
30.1 39.9 45.4 46.8 54.4 54.6 61.3 69.3 68.8 71.5 78.8 76.9
9.3 13.7 20.5 13.9 16.7 24.6 16.7 18.3 26.8 16.5 19.4 26.7
n/a n/a 17.7 n/a n/a 16.3 n/a n/a 15.4 n/a n/a 21.7
*
**
At friends houses.
At your home.
If you drank ALCOHOL (beer, wine, or hard liquor) Grade 8 Grade 12
and not just a sip or taste in the last year, how did
you USUALLY get it? (Choose all that apply.)
Grade 6 Grade 10
Sample size**
I got it from someone I know under age 21
I got it from my brother or sister
At a party.
At a school dance, a game, or other event.
At school during the day.
Near school.
I got it from home with my parents' permission
I bought it myself with a fake ID
I bought it myself without a fake ID
I got it from someone I know age 21 or older
I got it from home without my parents' permission
I got it from another relative
A stranger bought it for me
I took it from a store or shop
Other
During the last 12 months, how often (if ever) have
you used ALCOHOL (beer, wine, or hard liquor) in
each of the following places?
Grade 6
I got it at a bar or restaurant
I got it at a bar or restaurant and At a bar or restaurant are new for 2010 OPNA.
Sample size represents the number of youth who obtained alcohol from at least one source. Students indicating they did not drink alcohol in the past year are not included in the sample. In the case of smaller sample sizes,
caution should be exercised before generalizing results to the entire community.
Grade 8 Grade 10 Grade 12
At a park or beach.
State represents the aggregate results of all OPNA participants rather than a random sample of students.
At a bar or restaurant.
Sample size**
In a car.
35
Data Tables
Table 9. Percentage of Students Reporting Risk
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
49.4 48.6 47.8 47.0 39.2 38.8 38.3 36.6 42.4 43.5 42.6 42.8 44.6 46.3 44.5 47.0
43.6 42.7 44.2 39.0 44.3 47.7 49.9 45.1 42.7 48.7 49.6 49.8 40.8 48.0 48.0 53.9
48.5 48.1 46.1 42.4 44.8 46.7 45.8 39.8 41.6 44.1 43.1 39.7 48.0 49.6 50.5 47.4
49.4 50.9 48.7 45.1 41.6 43.6 41.8 35.5 46.8 47.1 43.3 40.5 49.2 47.1 44.0 42.7
30.9 30.5 28.2 25.4 43.3 44.4 40.9 39.8 30.3 34.5 31.1 29.9 37.7 40.0 37.4 34.8
50.7 51.9 53.7 49.8 43.3 44.5 45.4 42.7 39.3 40.5 40.2 40.3 42.7 41.1 41.2 45.4
43.9 44.7 45.6 43.2 38.8 38.6 38.7 36.8 41.7 42.7 41.1 41.6 37.2 38.1 38.1 38.8
47.0 46.7 49.6 45.9 40.8 43.3 42.1 36.4 41.8 45.2 44.3 41.9 42.2 45.2 46.1 43.9
40.0 40.4 42.7 36.3 50.2 51.5 51.6 46.9 51.1 53.6 52.8 52.3 47.7 51.5 51.5 50.3
16.5 16.6 17.5 15.8 30.8 31.6 30.9 26.0 42.0 44.1 43.3 40.8 44.9 45.0 44.7 38.6
37.6 37.0 36.6 41.3 41.5 43.1 40.7 42.8 41.1 43.4 41.2 45.1 34.9 37.9 37.0 41.8
48.7 51.0 51.1 48.5 47.0 49.5 49.4 44.8 43.0 44.9 44.0 42.4 46.6 47.0 45.5 42.9
41.3 41.5 38.1 38.4 41.3 42.8 39.3 39.0 45.6 46.3 42.6 45.5 43.2 43.8 39.7 43.6
28.7 29.2 31.0 28.1 36.2 37.8 36.3 33.7 37.0 40.4 38.4 37.0 32.5 37.0 38.2 35.4
35.4 35.1 33.8 31.0 43.7 42.9 40.1 34.4 41.7 41.0 38.4 35.9 44.3 43.9 41.7 41.4
45.9 47.8 50.8 43.5 37.0 39.0 41.5 36.2 43.2 45.2 44.2 44.6 38.3 41.0 40.0 41.9
25.0 23.4 24.2 23.1 38.6 38.2 38.8 32.1 45.2 44.8 45.5 43.5 44.1 43.5 44.7 43.1
47.9 48.4 51.5 49.1 40.5 40.7 44.4 37.1 49.1 49.5 52.9 47.8 37.9 40.4 44.5 40.3
41.8 42.4 47.4 45.7 34.6 37.7 36.8 34.5 36.1 37.9 35.7 36.8 30.1 34.9 34.2 33.9
27.4 28.3 29.4 27.4 47.3 47.3 46.9 38.7 44.9 43.9 42.7 41.8 38.1 37.9 37.9 38.1
29.7 29.1 32.2 30.5 35.6 35.8 37.5 32.6 43.5 42.5 43.7 42.7 45.6 43.5 46.4 45.8
42.3 39.9 40.1 37.6 44.0 44.2 42.7 40.4 44.9 44.6 43.0 41.6 37.2 37.3 35.1 37.7
10.0 8.0 7.4 7.8 10.7 10.8 8.7 8.9 7.3 8.7 7.3 7.4 5.2 6.6 6.4 5.5
48.1 49.3 48.6 40.5 31.6 31.3 32.4 26.7 40.6 41.5 41.4 36.2 44.8 45.1 46.6 39.0
50.1 51.3 52.6 n/a 45.9 49.4 49.3 n/a 44.1 49.1 47.7 n/a 43.9 47.9 47.4 n/a
*
**
Grade 8
Family History of Antisocial Behavior
Parental Attitudes Favorable to ASB
Perceived Availability of Handguns
Family Domain
Poor Family Management
Family Conflict
Perceived Risk of Drug Use
Grade 12
Perceived Availability of Drugs
Community Domain
Low Neighborhood Attachment
Laws & Norms Favorable to Drug Use
Community Disorganization
Grade 10
Risk Factor
Grade 6
Rewards for ASB
Parental Attitudes Favorable to Drug Use
School Domain
Interaction with Antisocial Peers
Rebelliousness
Early Initiation of ASB
Early Initiation of Drug Use
Academic Failure
Low Commitment to School
Peer-Individual Domain
State represents the aggregate results of all OPNA participants rather than a random sample of students.
Students at High Risk**
High Risk youth are defined as the percentage of students who have more than a specified number of risk factors operating in their lives. (6th grade: 7 or more risk factors, 8th grade: 8 or more risk factors, 10th &12th grades: 9 or more risk
factors.)
Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students at High Risk .
Attitudes Favorable to ASB
Attitudes Favorable to Drug Use
Intention to Use Drugs
Total Risk
Gang Involvement
Friend's Use of Drugs
Depressive Symptoms
36
Data Tables
Table 10. Percentage of Students Reporting Protection
State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm State
2006
State
2008
State
2010* BH Norm
47.0 46.5 42.9 50.2 56.5 54.5 53.4 60.3 57.8 54.9 56.5 60.6 61.9 58.9 59.2 62.1
44.7 44.4 43.3 46.2 46.6 47.9 45.5 49.2 43.3 44.2 43.3 44.2 44.4 45.4 43.6 44.1
52.2 51.1 50.0 53.0 49.4 48.9 47.7 51.9 53.8 53.1 53.6 54.3 58.7 56.9 56.5 55.4
55.3 55.4 53.2 58.6 58.8 58.4 56.5 60.7 53.0 52.8 53.5 53.1 57.4 55.4 54.1 53.8
51.3 49.7 47.4 52.9 45.4 45.3 43.1 47.7 53.4 51.4 51.1 53.0 57.0 54.7 52.9 52.4
45.3 43.1 44.7 48.5 58.9 57.0 58.7 62.1 60.8 58.4 60.1 64.1 64.2 62.7 64.3 66.1
48.6 47.4 44.6 50.7 49.6 48.1 48.7 57.5 62.6 60.1 61.0 58.9 49.3 47.5 48.7 51.6
54.3 51.8 47.8 50.9 68.3 65.0 63.4 53.5 64.4 59.0 59.9 48.9 57.3 52.3 52.3 44.3
52.5 51.2 48.9 57.9 57.8 56.4 55.6 64.6 49.1 45.9 48.3 52.9 52.2 49.7 50.9 53.8
53.6 51.5 49.8 51.0 59.5 58.4 58.0 59.3 59.0 57.5 58.4 60.4 58.3 55.8 55.3 58.5
56.9 53.6 51.4 52.2 56.8 56.1 54.7 50.7 55.4 54.1 55.7 53.7 58.2 55.3 55.5 54.3
46.4 44.9 43.6 45.7 52.4 52.3 52.2 51.7 59.3 58.0 60.1 59.7 61.1 60.2 62.4 63.4
52.6 51.7 49.8 n/a 46.2 48.5 48.1 n/a 49.4 50.4 52.2 n/a 53.6 53.1 53.2 n/a
*
**
Grade 6 Grade 12
Peer-Individual Domain
Rewards for Prosocial Involvement
Protective Factor
Grade 8
Community Domain
Opportunities for Prosocial Involvement
Grade 10
Family Attachment
Family Domain
Rewards for Prosocial Involvement
Belief in the Moral Order
School Domain
Opportunities for Prosocial Involvement
Interaction with Prosocial Peers
Prosocial Involvement
Religiosity
Opportunities for Prosocial Involvement
Rewards for Prosocial Involvement
Rewards for Prosocial Involvement
State represents the aggregate results of all OPNA participants rather than a random sample of students.
High Protection youth are defined as the percentage of students who have more than a specified number of protective factors operating in their lives. (6th grade: 4 or more protective factors; 8th, 10th, and 12th grade: 5 or more protective
factors)
Since not all states use the same scales, the Bach Harrison Norm cannot be calculated for Students with High Protection.
Total Protection
Students with High Protection**
37
Data Tables
Table 11. Drug Free Communities Report
Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample
drink 1 or two drinks
nearly every day
Alcohol 63.3 22,205 60.1 20,364 60.3 15,493 60.2 11,016 56.1 32,938 66.1 34,864
smoke 1 or more packs of
cigarettes per day Cigarettes 81.4 22,330 84.9 20,457 87.8 15,535 88.5 11,052 83.6 33,075 86.5 35,014
smoke marijuana regularly Marijuana 85.4 21,789 82.3 19,906 75.7 15,245 72.0 10,844 76.8 32,308 83.5 34,232
drink beer, wine, or
hard liquor regularly Alcohol 95.0 19,827 88.8 19,197 83.0 14,864 74.6 10,612 86.5 30,448 87.5 32,890
smoke cigarettes Cigarettes 97.5 19,793 94.5 19,177 90.2 14,845 80.6 10,601 92.0 30,411 92.3 32,849
smoke marijuana Marijuana 98.7 19,636 95.9 19,080 92.9 14,805 90.7 10,575 95.0 30,244 95.5 32,693
drink beer, wine, or
hard liquor regularly Alcohol 92.7 23,142 77.4 20,850 64.2 15,723 57.2 11,224 75.2 34,024 77.5 35,571
smoke cigarettes Cigarettes 94.5 23,134 83.5 20,845 72.2 15,713 60.1 11,229 80.5 34,009 81.3 35,567
smoke marijuana Marijuana 96.6 23,135 86.1 20,858 76.4 15,731 73.0 11,232 84.0 34,030 86.7 35,581
Alcohol 8.8 22,198 21.2 20,379 32.4 15,484 42.9 11,010 24.2 32,945 22.2 34,849
Cigarettes 3.0 21,284 9.6 20,009 17.1 15,287 23.4 10,863 11.8 32,015 11.0 34,186
Marijuana 1.5 22,161 7.0 20,334 13.3 15,448 16.3 10,981 9.1 32,865 7.1 34,789
Average Age of Onset**
Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample Percent Sample
Alcohol 30.0 23,134 50.1 20,849 65.4 15,714 76.0 11,229 51.7 34,044 50.3 35,540
Average age:
Cigarettes 15.4 23,182 30.8 20,885 44.1 15,722 55.2 11,237 33.3 34,074 31.6 35,605
Average age:
Marijuana 3.2 23,237 14.6 20,902 28.8 15,741 37.9 11,248 19.0 34,125 16.3 35,655
Average age:
*
**
11.9 years
Grade 8 Grade 10 Grade 12
10.7 years
(How old were you
when you first )
11.2 years
10.7 years
12.4 years
11.6 years
smoked a cigarette,
even just a puff?
had more than a sip or two of
beer, wine or hard liquor?
smoked marijuana?
at least one use in the
past 30 days Past 30-Day Use*
Outcome
Perception of
Peer Disapproval* (I think
it is Wrong or Very Wrong
for someone my age to...)
Perception of Risk*
(People are at Moderate
or Great Risk of harming
themselves if they...)
Perception of Parent
Disapproval*
(Parents feel it would be
Wrong or Very Wrong to... )
Grade 6
13.5 years
Definition Substance
14.3 years 12.4 years
13.8 years 14.8 years
13.3 years
12.8 years
Male Female
13.8 years 12.3 years
12.9 years
12.5 years
13.8 years
The male and female values allow a gender comparison for youth who completed the survey. However, unless the percentage of students who participated from each grade is similar, the gender results are not necessarily representative of males and females in the community. Male
and female data are only displayed if the number participating meets the cutoff.
For Average Age of Onset, the Sample column represents the overall sample size: the total number of people that responded to the questions about Age of Onset. This includes responses that are not used to calculate the average age of onset (i.e., youth that have never used alcohol,
tobacco, and marijuana). The "Percent" column represents the percentage of youth in the sample reporting any age of first use for the specified substance. "Average age" is calculated by averaging the ages of first use of students reporting any use.
For Past 30-Day Use, Perception of Risk, and Perception of Parental/Peer Disapproval, the Sample column represents the sample size - the number of people who answered the question and whose responses were used to determine the percentage. The "Percent" column represents
the percentage of youth in the sample answering the question as specified in the definition.
38
Data Tables
Table 12. Additional Data for Prevention Planning - Safety, Violence, and Gangs
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
State
2006
State
2008
State
2010*
I feel safe at my school YES! or yes 81.9 81.3 81.2 77.6 75.6 78.2 79.2 75.6 79.5 85.1 80.7 85.0
I feel safe in my neighborhood YES! or yes 75.3 76.9 78.4 79.5 77.9 78.7 82.7 81.3 81.6 86.6 83.4 84.1
What are the chances you
would be seen as cool if you
defended someone who was
being verbally abused at school?
No or very little
chance 17.1 17.6 17.5 15.8 15.7 15.6 13.3 14.8 14.3 13.2 14.2 13.6
How wrong do you think it is
for someone your age to pick
a fight with someone?
Not wrong at al 5.1 5.1 5.8 8.8 8.7 9.5 7.6 7.7 7.7 5.2 5.7 5.7
How wrong do you think it is
for someone your age to
attack someone with the idea
of seriously hurting them?
Not wrong at al 3.0 2.6 3.0 4.3 4.5 4.9 4.2 4.3 4.4 3.5 3.7 3.5
How many times in the past
year (12 months) have you
attacked someone with the
idea of seriously hurting them?
At least one time
in the past year 14.8 15.3 16.0 17.3 18.0 16.6 15.1 16.8 14.0 11.1 13.4 12.3
It is all right to beat up people
if they start the fight. YES! or yes 40.6 41.2 43.7 54.2 56.4 57.2 55.0 60.6 59.4 51.4 55.3 55.4
How wrong do your parents
feel it would be for you to pick
a fight with someone?
Not wrong at al 3.9 3.6 4.1 5.2 5.3 5.1 3.6 4.6 4.8 2.9 3.8 4.0
No 88.2 90.4 91.0 87.1 87.1 89.4 90.7 89.4 90.9 93.1 91.7 91.8
No, but would like to 1.7 1.6 1.6 2.2 2.2 1.9 2.0 1.9 1.8 1.7 1.7 1.8
Yes, in the past 6.7 5.1 4.6 6.6 6.0 5.1 4.4 4.9 4.3 3.1 3.6 3.6
Yes, belong now 2.9 2.4 2.3 3.7 4.2 3.2 2.6 3.5 2.6 1.8 2.7 2.6
Yes, but would like
to get out
0.5 0.5 0.5 0.4 0.5 0.4 0.2 0.4 0.3 0.2 0.3 0.3
* State represents the aggregate results of all OPNA participants rather than a random sample of students.
Verbal and Physical Violence
Have you ever
belonged to
a gang?
Grade 6 Grade 12
Gang Involvement
Grade 8
Safety
Grade 10
39
Regional Prevention Contacts
PreventionWorkz APRC
580-234-1046
Serves Alfalfa, Garfield, Grant, Kingfisher, Logan, and
Major Counties
Red Rock West APRC
580-323-6021
Serves Beckham, Blaine, Caddo, Custer, Dewey, Greer,
Kiowa, Roger Mills, and Washita Counties
Red Rock West APRC - Satellite Office
405-354-1928
Serves Canadian and Grady Counties
ROCMND Area Youth Services APRC
918-256-7518
Serves Craig, Delaware, Mayes, Nowata, Ottawa,
Rogers, and Washington Counties
ROCMND Area Youth Services APRC -
Satellite Office
918-493-6322
Serves Tulsa County
Southern Oklahoma Interlocal Cooperative APRC
580-286-3344
Serves Choctaw, Leflore, McCurtain, and Pushmataha
Counties
Wichita Mountains Prevention Network -
Ardmore APRC
580-490-9021
Serves Bryan, Carter, Garvin, Johnston, Love,
Marshall, Murray, and Pontotoc Counties
Wichita Mountains Prevention Network -
Lawton APRC
580-355-5246
Serves Comanche, Cotton, Harmon, Jackson, Jefferson,
Stephens, and Tillman Counties
Regional Prevention Contacts
Deep Fork Community Action Foundation
918-689-3132
Serves Hughes, McIntosh, and Muskogee Counties
Eagle Ridge Institute APRC
405-840-1359
Serves Oklahoma County
Gateway to Prevention and Recovery APRC
405-275-3391
Serves Lincoln, Okfuskee, Pottawatomie, and Seminole
Counties
NAIC Center for Alcohol & Drug Services APRC
405-321-0022
Serves Cleveland and McClain Counties
Oklahoma Department of Mental Health and
Substance Abuse Services
405-522-6791
Serves Adair, Cherokee, Sequoyah, and Wagoner
Counties
Northwest Center for Behavioral Health APRC
580-571-3240
Serves Beaver, Cimarron, Ellis, Harper, Texas, Woods,
and Woodward Counties
Kibois / The Oaks Rehabilitative Services APRC
918-421-3500
Serves Atoka, Coal, Haskell, Latimer, and Pittsburg
Counties
OSU Seretean Wellness Center, PaNOK APRC
405-624-2220
Serves Kay, Noble, Osage, Payne, and Pawnee
Counties
OSU Seretean Wellness Center, Tri-County APRC
918-756-1248
Serves Creek and Okmulgee Counties
Contacts for Prevention
40
National Contacts and Resources
Center for Substance Abuse Prevention (CSAP)
www.prevention.samhsa.gov
Office of Juvenile Justice and Delinquency
Prevention
www.ojjdp.ncjrs.org
Safe and Drug Free Schools and Communities
U.S. Department of Education
www.ed.gov/offices/OESE/SDFS
Substance Abuse and Mental Health Services
Administration (SAMHSA)
Prevention Platform
www.preventionplatform.samhsa.gov
Social Development Research Group
University of Washington
www.sdrg.org
National Clearinghouse for Alcohol & Drug
Information
www.ncadi.samhsa.gov
This Report was Prepared for the State of
Oklahoma by Bach Harrison, L.L.C.
116 South 500 East
Salt Lake City, Utah 84102
801-359-2064
www.bach-harrison.com
For more information about this report or the
information it contains, please contact the
Oklahoma Department of Mental Health &
Substance Abuse Services:
405-522-3619
This publication was produced by the Oklahoma
Department of Mental Health and Substance Abuse
Services and intended for electronic distribution only.
There are no associated printing costs. Electronic
copies are available upon request through the
ODMHSAS Prevention Resource Center. The
Resource Center is accessible through the ODMHSAS
web site at www.odmhsas.org. An electronic copy has
also been provided to the Oklahoma Department of
Libraries, Publication s Clearinghouse. 1/2011.
State Contacts
Oklahoma Department of Mental Health and
Substance Abuse Services
405-522-3619
www.odmhsas.org
Oklahoma Department of Mental Health and
Substance Abuse Services
2Much2Lose (2M2L)/Students Against Destructive
Decisions (SADD)
405-522-2700
Oklahoma Prevention Resource Center
405-522-3810
www.odmhsas.org/resourcecenter
Oklahoma Commission on Children and Youth
405-606-4900
Oklahoma Department of Education
405-521-2107
Oklahoma Department of Health, Tobacco Use
Prevention
405-271-3619
Oklahoma Institute for Child Advocacy
405-236-5437
Oklahoma Turning Point Initiative
405-271-6127
Students Working Against Tobacco (SWAT)
405-271-3619
Contacts for Prevention